Dynamic Assessment in an Inclusive Pre-K FLEX Program Within Universal Design for Learning (UDL) Framework

Abstract

This chapter discusses how dynamic assessment (DA) is utilized for both instruction and assessment by using universal design for learning (UDL) framework to support inclusive education of young learners with special needs in a program offering French as a foreign language (FFL). The author focuses on incorporating DA in order to better understand student learning in this inclusive, prekindergarten FFL program. There have been some studies conducted with foreign language programs at the elementary level and higher or with typical young learners in an English as a second or foreign language setting; however, there are not enough studies focusing on foreign language programs with special needs students (SNSs) because these programs are not often available to many SNSs due to the practice of exemption. Thus, it is crucial to use DA as a tool for both instruction and assessment to be able to understand SNSs' needs and learning gains. In this chapter, DA is examined and implications for inclusive education are provided.