EQUITY IN ACTION: APPLYING UDL AND DIFFERENTIATED INSTRUCTION TO SUPPORT MULTILINGUAL AND STUDENTS WITH DISABILITIES IN MIDDLE SCHOOL SCIENCE

Abstract

This paper argues that integrating Differentiated Instruction and Universal Design for Learning can make Grade 6 science more equitable and academically rigorous for multilingual learners and students with disabilities. Drawing on internship observations from a Grade 6 Massachusetts public middle school, this conceptual, practice-oriented paper examines a persistent dilemma in inclusive science education: although inclusion is strongly endorsed in policy, differentiated instruction and scaffolding remain inconsistently implemented in mainstream classrooms. The paper shows that a single standards-aligned curriculum often fails to provide equitable access for multilingual learners, students with disabilities, advanced learners, and neurodivergent students, especially when language demands and pacing pressures limit participation. In response, it proposes an integrated framework that combines Differentiated Instruction (DI) with Universal Design for Learning (UDL). DI supports flexible modification of content, process, and product according to readiness, interest, and learning profile, while UDL proactively removes barriers through multiple means of engagement, representation, and action and expression. The framework is illustrated through Grade 6 ecosystems and food webs examples, including tiered texts, visuals, audio narration, inquiry stations, structured templates, and varied assessment products. The paper suggests that combining DI and UDL can preserve rigor while widening access, and it recommends intentional planning, sustained teacher development, and system-level support for inclusive curriculum design.