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Participants included 631 students in Grades 1–12 from ten Manitoba schools across rural and urban school divisions. Intervention and control groups were compared before and during the intervention using measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, along with observed engaged behavior. Repeated-measures MANCOVAs showed significant increases in engaged behavior, especially active engagement, and enhanced social engagement through more peer interactions, autonomy, and inclusivity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-three-block-model-of-universal-design-for-learning-udl-engaging-students-in-inclusive-education/595517/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-three-block-model-of-universal-design-for-learning-udl-engaging-students-in-inclusive-education/595517.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the Three Block Model of UDL aim to improve in this study?","Question",{"text":112,"@type":113},"It targets outcomes related to students’ academic and social engagement, including active engagement and participation within learning settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students’ engagement and related classroom factors assessed?",{"text":117,"@type":113},"Students completed measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, and an observed sample provided detailed information about engaged behavior.",{"name":119,"@type":110,"acceptedAnswer":120},"What impact did the intervention have on students’ engagement?",{"text":121,"@type":113},"The intervention significantly increased engaged behavior, particularly active engagement, and promoted social engagement through increased peer interactions, autonomy, and inclusivity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595517,1792134471,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Three Block Model of Universal Design for Learning (UDL):  \nEngaging students in inclusive education  \nJennifer Katz  \nUniversity of Manitoba  \nAbstract  \nWhen the Three Block Model of Universal Design for Learning (Katz, 2012a) is implemented, outcomes related to student academic and social engagement were investigated in this study. 631 students from Grades 1 to 12 attending ten schools located in two rural and three urban school divisions in Manitoba took part in the study. Intervention and control groups were assessed pre and during intervention for academic and social engagement. Student and teacher demographics, types of task and grouping structures being assigned were investigated to determine impacts on engagement. Students completed several measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, and aselected sample were observed to obtain detailed information about their engaged behavior. Data were analyzed using repeated measures MANCOVAs. The intervention significantly increased students’ engaged behavior, particularly active engagement, and promoted social engagement through increased peer interactions, student autonomy, and inclusivity.  \nPrécis/Résumé  \nRésultats liés à l'engagement scolaire des élèves et sociale lorsque le modèle à trois volets de la conception universelle de l'apprentissage (Katz, 2012a) est misen œuvre ont été étudiés. 631 élèves de la une à douze assister à une dizained'écoles situées dans deux zones rurales et trois divisions scolaires urbaines du Manitoba ont participé à l'étude. Les groupes d'intervention et de contrôle ont étéévalués avant et pendant l'intervention de l'engagement scolaire et social. Démographie étudiante et enseignante, les types de tâches et les structures de regroupement étant assignés ont été étudiés afin de déterminer les impacts sur l'engagement. Les élèves ont rempli plusieurs mesures de climat de la classe, l'appartenance, l'autonomie des élèves, et l'inclusivité / exclusivité, et d'un échantillon sélectionné ont été observés pour obtenir des informations détaillées sur leur comportement engagé . Les données ont été analysées à l'aide répétés « MANCOVAs » mesures. L'intervention augmenté de façon significative le  \ncomportement des élèves, engagé particulièrement actif, et de promouvoirl'engagement social à travers les interactions entre pairs accrus, une autonomie des élèves, et l'inclusivité .  \nAuthor Note  \nThis study was supported by a grant from the University of Manitoba.  \nIntroduction  \nInclusive Education (Inclusion)  \nInclusive education, or inclusion, has been globally recognized as a goal for educational systems around the world (Curcic, 2009; Katz, 2012b) . Inclusion can be divided into two sub-types; academic inclusion, defined by full and equal participation in interaction with typical peers in academic activities and curriculum within a regular classroom (Katz, 2012a), and social inclusion, defined by the opportunity to interact with peers in a regular classroom, and having a sense of belonging and acceptance within the learning community (Koster, Nakken, Pijl, & van Houten, 2009; Specht & Young, 2010) . Social inclusion is vital to student development, because social and emotional well-being is directly related to resiliency, citizenship, and mental health (Wotherspoon, 2002; Zins & Elias, 2006), and increases academic motivation and aspirations, and achievement (Brock, Nishida, Chiong, Grimm, & Rimm-Kaufamn, 2008; Zins, Bloodworth, Weissberg, & Walberg, 2004) . Inclusion, however, is not just about social and emotional well-being, or even social justice. Students come to school to learn – all students, including those with disabilities. Inclusive education must set high standards for all students, and support students to achieve them.  \nComparisons ofthe literacy and numeracy skills, standardized tests, college entrance, and other academic scores of typical and gifted students in classrooms with and with","cbCaibHdCvaq5jJS","https://ap.wps.com/l/cbCaibHdCvaq5jJS","pdf",216601,42,"English","# Abstract\n# Introduction\n## Inclusive Education (Inclusion)\n## Comparisons of Academic Skills in Inclusive vs. Segregated Classrooms","[{\"question\":\"What does the Three Block Model of UDL aim to improve in this study?\",\"answer\":\"It targets outcomes related to students’ academic and social engagement, including active engagement and participation within learning settings.\"},{\"question\":\"How were students’ engagement and related classroom factors assessed?\",\"answer\":\"Students completed measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, and an observed sample provided detailed information about engaged behavior.\"},{\"question\":\"What impact did the intervention have on students’ engagement?\",\"answer\":\"The intervention significantly increased engaged behavior, particularly active engagement, and promoted social engagement through increased peer interactions, autonomy, and inclusivity.\"}]","The Three Block Model of Universal Design for Learning (UDL) - Engaging Students in Inclusive Education | PDF",1792081302,106]