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Conclusion
Times have undoubtedly changed in the 15 years since the writing of the
original article, and I would say for the better. It cannot be denied that children
who have disabilities are decidedly included in today’s classrooms. Differentiated
instruction, universal design for learning, and retrofitting frameworks have all led to
improvements for children who did not have the chance to be included fully in times
past. There is more work to be done, including developing further UDL research-
based practices and better differentiated instructional applications, as well as building
better schools and learning environments that are accessible to all children. When I
review this manuscript in another 15 years, I hope all these improvements will have
come to pass.

References
CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Centre for Excellence in Universal Design. (2024). History of Universal Design. https://
universaldesign.ie/about-universal-design/history-of-universal-design
Differentiation Central. (2016). What is differentiated instruction? Institutes on Academic Diversity.
https://differentiationcentral.com/what-is-differentiated-instruction/
Fovet, F. (2022). Ensuring technology integration in the classroom leads to increased accessibility:
Using UDL as a lens. In S. Dhamdhere & F. Andres (Eds.), Assistive technologies for
differently abled students (pp. 88–112). IGI Global.

Individuals with Disabilities Education Improvement Act, 20 U.S.C. §§ 1400 (2004).
No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2008).

Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit
framework, and universal design for learning. Teaching Exceptional Children Plus, 5(6),
2–9. https://education.illinoisstate.edu/downloads/linc/linccurriculummodule/Making
%20It%20Happen.pdf
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest.
ERIC Clearinghouse on Elementary and Early Childhood Education.

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