{"id":14713,"date":"2026-03-17T12:41:11","date_gmt":"2026-03-17T16:41:11","guid":{"rendered":"https:\/\/www.goodwin.edu\/enews\/?p=14713"},"modified":"2026-03-17T12:41:11","modified_gmt":"2026-03-17T16:41:11","slug":"udl-inclusion-by-design-diana-larocco","status":"publish","type":"post","link":"https:\/\/www.goodwin.edu\/enews\/udl-inclusion-by-design-diana-larocco\/","title":{"rendered":"Inclusion by Design: Meet Diana LaRocco, Ed.D., Associate Provost for Learning and Teaching"},"content":{"rendered":"

Diana LaRocco\u2019s path to a career in higher education did not begin with a love of school. Instead, it began with an early understanding that everyone experiences the world differently \u2014 and that those differences can be immeasurable sources of learning, connection, and service.<\/p>\n

Some of her earliest lessons came while walking hand in hand with her grandmother, who lived with a significant visual impairment. \u201cHelping my grandmother was how I learned to cross the street and count change,\u201d Dr. LaRocco recalls. In those moments, learning flowed across generations and abilities, shaped by patience, trust, and mutual awareness. What stayed with her was not just the practical skills she gained, but the realization that knowledge is not one-size-fits-all \u2014 and that perspective matters.<\/p>\n

Today, as associate provost for learning and teaching at Goodwin University, Dr. LaRocco brings that inclusive, human-centered perspective to instructional design. Her work shapes not only how students learn, but how faculty approach teaching \u2014 ensuring that education is accessible, responsive, and grounded in the understanding that everyone brings unique value to the learning experience.<\/p>\n

Adapting to early education<\/h2>\n

\"A<\/p>\n

As a first-generation college student, Diana LaRocco\u2019s early experiences with education were shaped by transition, adaptation, and resilience.<\/p>\n

Education was not deeply embedded in her family\u2019s culture. Her grandfather immigrated to the United States from Naples, Italy; her mother did not complete high school, and her father earned his diploma through a trade school. While learning was valued, navigating formal educational systems often felt unfamiliar and challenging.<\/p>\n

Kindergarten was the first challenge. Diana remembers feeling misunderstood and, at times, labeled as misbehaving. \u201cI remember getting a call home from my teacher for not answering when he called my name,\u201d she recalls. \u201cBut I didn\u2019t even know he was talking to me. Everyone at home called me Diane.\u201d<\/p>\n

In third grade, she transferred to a Catholic school \u2014 an experience that introduced a new kind of culture shock. \u201cIt was so different from what I\u2019d been experiencing at public school, and I felt unprepared,\u201d she says. \u201cTeachers would only accept assignments completed in cursive, and I had never learned. I had to teach myself.\u201d<\/p>\n

When Diana returned to public school for high school, the adjustment was jarring once again, requiring her to relearn expectations, norms, and unspoken rules \u2014 often without guidance.<\/p>\n

Beyond the classroom, Diana was navigating profound personal challenges. When she was just seven years old, her mother was diagnosed with an aggressive form of breast cancer and underwent a radical mastectomy. As her mother\u2019s health continued declining, it became difficult to fully engage in school.<\/p>\n

\"A<\/p>\n

College was not always part of Diana\u2019s plan \u2014 but two educators changed that trajectory. A school counselor encouraged her to apply, and an English teacher provided hands-on support when Diana felt overwhelmed by the application process.<\/p>\n

\u201cMy first-year English teacher saw me sitting in the cafeteria and knew something was wrong,\u201d she recalls. \u201cShe came and sat with me and helped guide me through the process of writing my essays.\u201d<\/p>\n

That willingness to go the extra mile made a lasting impact. Diana was accepted to Central Connecticut State University, opening the door to higher education \u2014 though not without new challenges<\/a>.<\/p>\n

\u201cIf you reach out, there are always people who will help.\u201d<\/h2>\n

Diana almost didn\u2019t begin her first semester at Central. As her mother\u2019s health worsened, the idea of leaving home felt overwhelming. Still, her family encouraged her to continue pursuing her education.
\n\u201cI remember having no one to take me on the first day,\u201d she says. \u201cSo, my cousin dropped me off.\u201d<\/p>\n

The transition to college life was draining. Despite being an engaged student involved in Student Government, Diana struggled academically and found herself failing courses. At one point, she went to the registrar\u2019s office intending to drop out.<\/p>\n

Instead, she encountered the dean of students \u2014 an interaction that changed everything. The dean helped her reframe her academic path and offered guidance rather than judgment.<\/p>\n

Support continued to surface in meaningful ways. A teaching assistant took the time to show her how to study effectively from a textbook, and faculty mentors helped her reconsider her double major in Sociology and Psychology, ultimately encouraging her to focus on Psychology.<\/p>\n

These moments reinforced a powerful lesson: inclusive, caring faculty can fundamentally alter a student\u2019s educational experience. \u201cIf you reach out,\u201d Diana says, \u201cthere are always people who will help.\u201d<\/p>\n

Breaking barriers to learning<\/h2>\n

\"Assorted<\/p>\n

That spirit of support followed Diana into graduate school, where she pursued a master\u2019s degree in Special Education and earned a research internship. During one pivotal moment, a faculty mentor asked her a question that would reshape her self-perception: \u201cDo you know how smart you are?\u201d<\/strong><\/em><\/p>\n

She didn\u2019t \u2014 but hearing that affirmation sparked a shift. It gave her the confidence to seek out resources, develop strategies, and fully access the support systems available to her. That guidance carried forward as Diana went on to earn her doctorate and transition into higher education as an educator herself.<\/p>\n

As a professor at University of Hartford, Diana mentored future teachers and collaborated across disciplines, including working with the accessibility services department. She also helped train Hartford Public Schools educators through grant-funded initiatives, expanding her impact beyond the University.<\/p>\n

It was during this period that Diana engaged with Center for Applied Special Technology (CAST)<\/a>, deepening her engagement with the Universal Design for Learning (UDL) framework<\/a>. UDL provided a language \u2014 and a structure \u2014 for what she had experienced all along: that learning environments should be designed to meet learners where they are, not require students to adapt to rigid systems.<\/strong><\/p>\n

Enhancing educational accessibility<\/h2>\n

\"A<\/p>\n

In 2015, Diana was contacted by a former student and colleague, Danielle Wilken, Ed.D, who was serving as Provost at Goodwin at the time and is now President of University of Bridgeport. Their conversation centered on how Universal Design for Learning could be implemented to better serve diverse student populations at Goodwin University. The alignment was immediate.<\/p>\n

Diana joined the Goodwin faculty in January 2016. Since then, her work has shaped the institution\u2019s instructional approach from the ground up. Today, as associate provost for Learning and Teaching at Goodwin University, she continues to champion accessibility, equity, and innovation in teaching and learning.<\/p>\n

Over the past decade, Diana\u2019s leadership has helped establish the Goodwin University UDL Institute<\/a> as an international leader in accessible instructional design. The Institute now trains educators across the globe through online courses and provides free resources \u2014 including webinars, podcasts, and digitally accessible UDL teaching tips \u2014 to support inclusive teaching practices.<\/p>\n

Teaching with inclusion and intent<\/h2>\n

For Diana LaRocco, the future of education is rooted in empathy, flexibility, and intentional design. Her journey \u2014 from a child navigating inconsistent systems to a leader reshaping how learning happens \u2014 reflects the transformative power of inclusive education.<\/p>\n

By embedding Universal Design for Learning into faculty development and instructional design, Diana is helping ensure that students at Goodwin \u2014 and educators worldwide \u2014 experience learning environments where differences are not barriers, but strengths.<\/p>\n

 <\/p>\n

At Goodwin, we start with you \u2014 and we\u2019re here to help every step of the way. Learn how Goodwin can support your success<\/a> in the classroom and beyond!<\/em><\/h3>\n","protected":false},"excerpt":{"rendered":"

Diana LaRocco\u2019s path to a career in higher education did not begin with a love of school. Instead, it began with an early understanding that everyone experiences the world differently \u2014 and that those differences can be immeasurable sources of … Continue reading Inclusion by Design: Meet Diana LaRocco, Ed.D., Associate Provost for Learning and Teaching<\/span><\/a><\/p>\n","protected":false},"author":35,"featured_media":14718,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_stopmodifiedupdate":false,"_modified_date":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1079,1067],"tags":[268,1224,662,681,1121,683],"class_list":{"0":"post-14713","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","6":"hentry","7":"category-academics","8":"category-social-sciences-and-education","9":"tag-featured","10":"tag-teacher-leadership","11":"tag-teaching","12":"tag-udl","13":"tag-udl-university","14":"tag-universal-design-for-learning","16":"fallback-thumbnail"},"yoast_head":"\nInclusive Higher Education & Instructional Design | Goodwin University<\/title>\n<meta name=\"description\" content=\"Dr. LaRocco, the associate provost for Learning and Teaching at Goodwin, brings an inclusive, human-first perspective to instructional design. 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