This session introduced undergraduate drama education students to inclusive pedagogy in the theatre classroom, emphasizing equity, belonging, and access as foundational teaching practices. Drawing on Universal Design for Learning (UDL), trauma-informed teaching, and disability justice frameworks, the session explored how drama educators can proactively remove barriers to participation rather than retrofitting accommodations. Topics included person-first and identity-first language, mixed-ability grouping, differentiation strategies across content, process, product, and environment, and inclusive approaches for students with disabilities, multilingual learners, and students with trauma histories. Through case studies, visual models of equity versus equality, and practical classroom strategies (e.g., tableaux, opt-in intensity levels, sensory supports), students examined how inclusive design strengthens ensemble-based learning and deepens artistic engagement for all learners.

This session focused on the structure and purpose of effective lesson planning for K–12 drama educators, with an emphasis on standards alignment and inclusive instructional design. Students were guided through the anatomy of a drama lesson plan, including learning objectives, procedures, differentiation, and assessment, using the New Jersey Visual & Performing Arts Standards as a framework. The session emphasized writing measurable learning objectives using the ABCD model, interpreting standards across grade levels, and embedding Universal Design for Learning principles into planning from the outset. Through examples of elementary, middle, and high school theatre standards, students learned how thoughtful planning supports diverse learners, ensures accessibility, and allows for reflective professional growth. The lecture framed lesson plans as both pedagogical tools and advocacy documents within school systems.