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

Bracken, Seán ORCID: https://orcid.org/0000-0002-3417-4899 (2019) Developing a Systematic Whole School Approach to Inclusive Practice through Universal Design for Learning. Educational Developments, 20 (1). pp. 24-27. ISSN 1469-3267

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Abstract

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.

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