Developing a Systematic Whole School Approach to Inclusive Practice through Universal Design for Learning

An audit of inclusive practices at the School of Education within the University of Worcester revealed how a systematic approach was adopted to advance inclusive learning, teaching and assessment practices. Using the Universal Design for Learning (UDL) conceptual framework, academics developed an holistic and student-oriented approach to inclusive change management. Extending learning from the audit, Higher Education Institutions (HEIs) are encouraged to: establish an organisational vision for inclusion; incorporate the voices of marginalised students and staff; invest in professional development and appropriate technological resources, and to; extend the culture of change bringing about new minimum standards and involving external stakeholders. It is argued that these measures will result in longer-term positive impacts on student learning and outcomes.