ACTIVATING WORKING MEMORY THROUGH ACTION AND EXPRESSION: PRACTICAL APPLICATIONS OF UNIVERSAL DESIGN FOR LEARNING TO IMPROVE MATH OUTCOMES FOR SECONDARY STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Abstract

Secondary students with specific learning disabilities consistently experience significant challenges in mathematics, particularly in algebra, due in part to working memory (WM) deficits. In this capstone project, I examined how instructional practices grounded in the universal design for learning (UDL) principle of action and expression can support WM, strengthen algebraic reasoning, and reduce performance disparities. A literature review was conducted to identify predictors of algebraic success, to identify math challenges faced by students with specific learning disabilities, and to explore how the UDL could serve as an intensive instructional intervention for educators as practitioners. Empirical evidence identified predictors of algebraic success for students with specific learning disabilities if they focus on fractions as a gateway through instructional practices grounded in the action and expression principle of the UDL; the UDL can activate WM processes by reducing cognitive load, which serves as an intensive intervention to strengthen algebraic reasoning skills and reduce academic performance disparities among secondary students with disabilities. Findings informed the development of a UDL-based lesson design template (the PLAN framework) that emphasizes goal setting, cognitive load reduction, multiple means of expression, and self-monitoring. The proposed professional learning framework equips educators to integrate UDL strategies into secondary math instruction—particularly in fractions as a bridge to algebra—to activate WM processes and improve student outcomes. Actionable steps highlight the dual-year implementation of a universally designed instructional intervention for educators as practitioners that uses evidence-based strategies to address achievement gaps and promote equitable access to higher-level mathematics for students with diverse learning needs.