A UDL Approach to Curriculum Design and Assessment using Fink's Model of Course Design for Significant Learning.

Abstract

Inclusive education constitutes a key component of the global policy agenda, mandating national governments and their respective agencies to formulate and enact measures that foster inclusive practices (Wright, 2010). In the Irish context, there have been significant advancements in conceptualizing and addressing matters concerning equality and active inclusion within educational environments (Rose et al., 2010). 

​ Universal Design for Learning (UDL) is a set of principles for curriculum development that provide all individuals with equal opportunities to learn and succeed at third level (AHEAD, 2018). A UDL approach seeks to improve the educational experience of all students by integrating more flexible methods of representation, engagement and expression into the learning environment and this integration begins with good curriculum design and structures of assessment.