Applying UDL principles to support neurodivergent learners in the language classroom

Abstract

This article explores the application of Universal Design for Learning (UDL) in English language classrooms to better support neurodiverse learners, with a focus on autism and ADHD. Central to UDL is the premise that learning barriers arise from inflexible pedagogical environments rather than from learner deficits, and that variability in motivation, processing, and expression is an expected feature of any classroom. The three core UDL principles, Engagement, Representation, and Action & Expression, are examined in terms of their practical application to language teaching, with strategies such as structured routines, multimodal input, and flexible assessment discussed as means of reducing cognitive and emotional load. Drawing on both research and practitioner experience, the article argues that these approaches do not merely accommodate difference but foster genuinely accessible and responsive learning environments for all students.