Circle Is for Everyone: Using UDL to Promote Inclusion During Circle Times

3 Vol. 26, No. 1, March 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211028576 DOI: 10.1177/10962506211028576 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Louise and Ben, co-teachers in an inclusive preschool classroom, have a lively, creative, and very diverse class of 3to 5-year-old children. Several learners have recently immigrated and are learning English, several other children qualify for special education services and have Individual Education Plans (IEPs), and two children recently transitioned from Part C to Part B services and are new to the preschool structure. Louise and Ben are specifically struggling with circle time and how to support a diverse range of young learners during this routine. They know circle time is important but worry that not all children are able to fully participate or access the instruction. While some children participate by singing songs, attending and commenting on books, and sharing their ideas during discussions, other children engage in challenging behavior, have a difficult time transitioning to the circle time area, or simply sit quietly on their mats without actively participating. The teachers recently participated in a webinar on Universal Design for Learning (UDL) in Preschool and are eager to try out some new strategies. They choose to start small with UDL implementation and begin by developing a lesson plan for circle time, the first activity of their day, focusing on ways to implement UDL within this routine. 1028576 YECXXX10.1177/10962506211028576Young Exceptional ChildrenShort Title / Gauvreau et al. research-article2021