THE THREE-BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING - IMPLEMENTATION IN A HIGH SCHOOL - Case Study on Principal-Led Support for Inclusive Education

Oct 15, 2026

Explores how a high school leader (principal) supports educational reform through a case study of implementing the Three Block Model of Universal Design for Learning (UDL). The study analyzes the principal’s field notes, photographs, and video evidence to clarify a professional development process for teachers aimed at social and academic inclusion. Findings show that principal efforts—professional development, collaboration planning time, shared vision, and direct instructional involvement—produced positive outcomes for both students’ and teachers’ learning, self-efficacy, and community sense.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

Legal and policy context for inclusion

Evidence on academic and social impacts

Role and responsibilities of school leaders

Teacher stress, burnout, and support needs

THE THREE-BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING IMPLEMENTATION IN A HIGH SCHOOL Jennifer Katz, University of Manitoba, and Ron Sugden, Prairie Rose School Division The role of the school leader (principal) in supporting educational reform is explored through a case study of one high school implementing the Three Block Model of UDL (Katz, 2012a) in an effort to meet the needs ofa diverse student population. This case study is a part of a much larger study exploring outcomes for students and teachers of implementing the model with social and academic inclusion as a goal (Katz, 2013) . In this article, analysis of the principal’s field notes, photographs, and video evidence is detailed to illuminate a process for supporting inclusive education through teachers’ professional development in universal design for learning. Results indicated the principal’s efforts to provide teachers with professional development, planning time for collaboration, vision, and direct involvement in instructional delivery resulted in positive outcomes for both students ’ and teachers ’ learning, self efficacy, and sense of community. Introduction In Canada, it is illegal to discriminate based on a disability. Indeed, Canada is considered a leader around the globe in human rights. Educationally, Canada is a signatory to the Salamanca Statement that was adopted by the UN World Conference on Special Needs Education, which asserted that there was a “necessity and urgency of providing education forchildren, youth and adults with special educational needs within the regular education system”(UNESCO, 1994, p. viii) . Law, policy, and reforms to overall education have addressed the need for a move to inclusive education in every province and territory (Canadian Council on Learning, 2007; Katz, 2012b) . Despite this, a large number of students with disabilities continue to be excluded from the regular classroom (Canadian Council on Learning, 2007) . The role of school principals in this issue has changed (Macmillan, Meyer, & Sherman, 2001) . At one time, principals were seen as managers ofa system, not responsible for determining vision, or implementing evidence based practices. However, this role has changed and current definitions of the role emphasize educational and instructional leadership (DiPaola & Walther-Thomas, 2003) . As such, the responsibility of implementing law and policy related to inclusion, and improving outcomes for students now fall within a school leader’s purview. Many questions have been raised about the practicality and efficacy of inclusion and inclusive education (Chmiliar, 2009; Curcic, 2009). After thirty years of research around the world, it is now clear that the presence of students with disabilities does not negatively impact the learning of other students (Katz, 2013) . Students in inclusive classrooms show at least equal, and in many cases significantly better literacy and numeracy skills, scores on standardized tests, and college entrance rates than those in non-inclusive classes (Bru, 2009; Cole, Waldron, & Majd, 2004; Crisman, 2008; Kalambouka, Farrell, Dyson, & Kaplan, 2007; Timmons & Wagner, 2008). This research has been replicated over decades and across countries (Curcic, 2009) . When inclusion is effectively implemented, research shows that typical students in classrooms that include students with disabilities develop stronger communication and leadership skills, have more positive attitudes toward diversity, and may also demonstrate superior reading and math skills to those in classrooms that do not include students with disabilities (Bunch & Valeo, 2004; Cole & Waldron, 2002; Kalambouka, Farrell, Dyson, & Kaplan, 2007) . Students with disabilities in “high inclusion” classrooms (i.e. those utilizing effective, evidence based strategies) are in better social, mental, and physical health (Timmons & Wagner, 2009), demonstrate improved academic outcomes, including literacy, numera

FAQs

What is the focus of the case study?

The study focuses on how a high school implemented the Three Block Model of Universal Design for Learning (UDL) and how the principal supported the reform to address diverse student needs.

How does the research investigate principal support?

It details analysis of the principal’s field notes, photographs, and video evidence to illuminate a process for supporting inclusive education through teachers’ professional development in UDL.

What outcomes are reported from the principal’s actions?

The results indicate that professional development, collaboration planning time, shared vision, and direct involvement in instruction led to positive outcomes for students’ and teachers’ learning, self-efficacy, and sense of community.

Oct 15, 2026

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