Universal Design for Learning as a Two-Pronged Approach to Inclusive Practice in Initial Teacher Education in Ireland.

Abstract

This paper examines Universal Design for Learning as a two-pronged approach to inclusive practice in Initial teacher Education programmes. The paper begins by examining diversity within the student population both in ITE programmes and Post-Primary classrooms hence demonstrating a felt need for a UDL approach to teaching, learning and assessment. The paper then goes on to discuss what we mean by inclusive education and how this is manifested in the Céim Standards for Initial Teacher Education. The paper then examines UDL as an inclusive pedagogical framework for practice and finally discusses how this may be utilised in ITE and in teaching at post-primary level. The paper concludes by highlighting the barriers to implementing a UDL framework in ITE programmes as well as emphasizing the opportunities and benefits.