Coaching with Universal Design for Learning

Introduction

The OASIS project (Opening Access to Science Instruction and Support), funded by a Stepping Up grant from the Office of Special Education Programs (OSEP), supports elementary science learning by building the capacity of coaches and teachers to support every student. By integrating inquiry-based science instruction with Universal Design for Learning (UDL), coaches and teachers can anticipate and reduce barriers to science learning and sensemaking. During the impact year of the study, CAST worked directly with coaches to provide research, strategies, and tools, with participating coaches reporting positive impacts on their coaching practices.

Opportunity

Inquiry-based science places student curiosity, discovery, and sensemaking at the center of learning. Students ask questions, gather evidence, and develop explanations to build new understanding. Designing these experiences with learner variability in mind helps reduce barriers to meaningful participation in science. Prior CAST work supported accessible inquiry science through a universally designed digital science notebook, SNUDLE.

The OASIS project extends the student-facing work to explore how instructional coaching can amplify positive coaching and teaching practices such as recognizing barriers, designing supports, and creating opportunities for all students to participate. The OASIS coaching cycle provides a structured framework for helping coaches and teachers collaboratively design, implement, and reflect on inquiry-based learning experiences.

In addition to working directly with coaches across five treatment sites, the OASIS project developed resources and materials that can be applied in multiple contexts and are freely available to any coaches and teachers.

Process: Building Coaching Capacity

The OASIS coaching cycle is an adaptive 5-step cycle that guides collaborative problem-solving and planning among coaches and teachers. This iterative cycle supports the development of coach-teacher partnerships while planning, delivering, and reflecting on inquiry-based science activities.

1. Set goals
2. Plan & model
3. Practice
4. Teach
5. Reflect

This coaching cycle emphasizes collaboration, intentionality, reflection, and continuous improvement.

The OASIS project additionally developed a coaching platform with freely available resources. These coaching and instructional resources were developed through co-design processes that incorporated the needs and perspectives of science coaches and teachers. The OASIS coaching platform includes research-based resources, strategies, and materials. Highlights include a video series, inspiration and resources, and coaching tips for each phase of an inquiry approach. The platform also spotlights “UDL Moves” that are relevant to the coaching tips, highlighting applications of Universal Design for Learning.

The OASIS website was intentionally designed through a UDL lens to reduce barriers and increase access to the content. In terms of multiple means of engagement, educators can choose from an array of materials and select resources that feel authentic and relevant to their goals and contexts. In terms of multiple means of representation, educators can access content through text, images, and video. Accessibility features are embedded, including image descriptions and captioning for videos. Finally, in terms of multiple means of action and expression, the resources available can support educators to set goals, anticipate and plan for challenges, and reflect on their progress.