Inclusive Education - Universal Design for Learning

Inclusive Education Defined:

“Any student with a disability that is included into a general education classroom” (Hardman, Drew & Egan, 2006, p. 59).

“Inclusive education means that all members of every school community are valued and supported to fully participate, learn, develop and succeed within an inclusive school culture” (Victoria State Government, 2020, para. 2).

Universal Design for Learning:

· Universal Design for Learning (UDL), although originally developed in the field of architecture UDL has been modified and adapted, consequently, refining the educational world’s understanding of differentiation and planning (Katz, 2013).

· Ashman (2019) also explores the notion that UDL enriches the differentiation process.

· Designed to meet the needs for all leaners.

· Build for a students needs – their ability levels

Principals of UDL:

Researchers have discovered three different networks for learning:

1. The recognition network helps people take information from the senses and recognise what they are seeing (what of learning).

2. The strategic network helps people make a plan of action and then check to see if the plan is working (how of learning)

3. The affective network helps motivate us for tasks, and engages us in learning (why of learning)

(Rose & Meyer, 2002)

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References

Hall, T., Meyer, A., & Rose, D. (2012). Universal design for learning in the classroom. New York: Guilford Press.

Rose, D. H., & Gravel, J. W. (2010). Universal Design for Learning. In P. Peterson, E. Baker, & B. McGraw (Eds.), International encyclopedia of education (pp. 119– 124). Oxford, UK: Elsevier.