Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. When they are included, they may spend their time on non-academic learning experiences. Universal Design for Learning is a lesson planning framework that can guide teachers in inclusive lesson planning. This article explores the Universal Design for Learning framework and how teachers can incorporate it into the lesson planning process for a book study in high school English Language Arts. This lesson planning process provides genuine learning experiences to students with intellectual disabilities in the general education classrooms. The article offers examples of how to incorporate multiple means of representation, multiple means of engagement, and multiple means of expression and action within the four steps of the lesson planning process: learning goals, instructional methods, instructional materials, and assessment.

智障学生是在通识教育课堂上花费大量时间的可能性最小的学生之一。如果将它们包括在内，他们可能会花时间在非学术学习经验上。通用学习设计是一个课程计划框架，可以指导教师进行包容性课程计划。本文探讨了“通用学习设计”框架，以及教师如何将其纳入中学英语艺术书籍学习的课程计划过程中。该课程计划过程为普通教育教室中的智障学生提供了真正的学习体验。本文提供了一些示例，说明了如何结合多种表示方式，多种参与方式，