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Creating Synergies Between UDL and Core Principles of the European Higher Education Area in Planning for Pre-service Teacher Education

Soler Costa, R. and Bracken, Seán ORCID: https://orcid.org/0000-0002-3417-4899 (2019) Creating Synergies Between UDL and Core Principles of the European Higher Education Area in Planning for Pre-service Teacher Education. In: Transforming Higher Education Through Universal Design for Learning: An International Perspective. Routledge, Abingdon, Oxon, pp. 258-276. ISBN Paperback:9780815354734 Hardback: 9780815354727, ePub ebook: ‎9781351132053

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Abstract

This chapter examines the main principle that, in order to promote accessibility and inclusion, pre-service teacher education syllabus design should follow a flexible, competency-based approach complemented by core attributes of UDL. Given the systematic considerations of the European Higher Education Area (EHEA), the design and application of teacher education programs need to be mindful of meso and micro teaching-learning contexts. This implies taking a phenomenological and critical positioning rather than adopting a purely technocratic stance; it considers the strengths of adopting a socio-constructivist positioning to facilitate inclusive design. Central to this approach is the necessity to focus on sustainable forms of assessment insofar as the teaching-learning interface is one where students are active agents of their learning.

Item Type: Book Section
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Uncontrolled Keywords: Higher Education, Universal Design for Learning, UDL, student engagement, inclusion, inclusive education, assessment
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Academic Departments > Institute of Education
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Depositing User: Sean Bracken
Date Deposited: 07 Apr 2019 10:15
Last Modified: 07 Apr 2019 10:15
URI: https://eprints.worc.ac.uk/id/eprint/7820

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