This resource offers an analysis of interventions for students with emotional and behavioral disorders (EBD), for the presence of the three principles of Universal Design for Learning (UDL), and the use of technology. UDL focuses on three core principles, (a) representation, (b) action and expression, and (c) engagement, to help educators design motivating, accessible instruction and environments to increase the participation and achievement of all learners, including those with special needs. Research indicates many evidence-based interventions exhibit indicators associated with the principle of multiple means of engagement, but few studies embed multiple means of representation or action and expression within the specified interventions. This resource found that 86% of academic interventions for students with EBD aligned with at least one aspect of the UDL framework. A discussion of implications for further research related to UDL implementation for classrooms (inclusive and self- contained) serving students with EBD follows.

The Universal Design for Learning (UDL) framework provides guidelines that can help teachers proactively plan for the academic diversity present in classrooms. This is especially important when it comes to CS education due to the historic underrepresentation of women, people from different cultural backgrounds, and people with disabilities in CS fields. If we can think about ways of meaningfully engaging ALL learners through the UDL framework, then we can address the barriers that are inherent in my CS activities.

UDL is a proactive approach to planning of curricular opportunities. A UDL approach takes into account learner variability when considering goals, methods of instruction, assessments and materials. It is organized around the principles of providing students with multiple means of representation, expression and engagement with their learning.