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Universal Design for Learning as a theory of inclusive practice for use by educational psychologists

Sewell, Alexandra, Kennett, Anastasia ORCID: https://orcid.org/0000-0003-2980-7185 and Pugh, Victoria (2022) Universal Design for Learning as a theory of inclusive practice for use by educational psychologists. Educational Psychology in Practice. ISSN 0266-7363; 1469-5839

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Abstract

Educational psychologists seek to keep abreast of significant theoretical and practical developments within the field of inclusive education. This paper outlines and discusses Universal Design for Learning as a theory of inclusion, highly applicable for use by educational psychologists. The Universal Design for Learning (UDL) framework is introduced by exploring the contextual history of its development and explaining the three pillars of the framework; the ‘affective networks’, the ‘recognition networks’, and the ‘strategic networks’. Application of the UDL framework is demonstrated with classroom-based examples, drawing on existing research. A critical stance is taken towards understanding the current drawbacks of UDL, and direct links to educational psychology practice are made and critically reviewed considering these.

Item Type: Article
Additional Information:

Staff and students at the University of Worcester can access the full-text of the online published article via the online Library Search. External users should check availability with their local library or Interlibrary Requests Service.

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 2 September 2022, available at: http://www.tandfonline.com/10.1080/02667363.2022.2111677.

Uncontrolled Discrete Keywords: Inclusive pedagogy, special educational needs, inclusive practice, affective networks, recognition networks, strategic networks
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: College of Arts, Humanities and Education > School of Education
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Copyright Info: © Association of Educational Psychologists
Depositing User: Alexandra Sewell
Date Deposited: 19 Aug 2022 12:30
Last Modified: 09 Sep 2022 09:10
URI: https://eprints.worc.ac.uk/id/eprint/12423

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