EDUC09042 2022 Understanding the UDL Framework: Inclusive Education - Beyond Threshold Concepts

Interpret theory that underpins diversity and variability in the context of educational history and socio-cultural evolution.

Identify how a rights perspective set out in the legal and policy framework, both international and domestic, aims to promote and ensure equitable opportunity and inclusion for people with disabilities. 

Appraise and justify the impacts the modern technological driven classroom via a choice of accessible platforms and digital tools that engage with the principles of Universal Design for Learning and correlate its pedagogical relevance in relation to accessibility.

Correlate theoretical stances underlying neuro-educational research and portrayals of pedagogy in the context of the inclusive educational setting taking account of the synergistic relationship between all factors that account for how , what and why humans learn.

Justify established educational theories concerning equity and inclusion in pedagogy by examining UDL in practice, demonstrating practical skill, operationalising theory and knowledge.

Modify own curriculum and validate UDL as a teaching and learning framework that builds flexibility into the curriculum.

Enhance global thinking skills through discussion and debate of international inclusive educational perspectives.

This module will be delivered online with opportunities for learners to share their experiences through peer learning, professional collaboration and collegial approach adopted throughout to facilitate the development of a community of practice. It will be supported through the Institute’s VLE. Students will be required to engage in an online fora and discussion groups.

Assessment One: Creative Project (70%)  (LO 1, 3, 4, 5, 6)

Task I: Learners will have choice in creating an artefact e.g., programme leaflet, poster presentation, artwork etc. It will represent student’s voices about inclusion. Learners will demonstrate an understanding of the importance of the voice of the student. They will construct their ideal inclusive module and what it has to offer in terms of pedagogy, accessibility and compliance with various national and international policy and law. Consideration of the inclusive learner experience will be on display. Staged feedback and feed forward will be part of this assessment. (40%)

Task II: Presentation – Learners will present their creative piece using a presentation format of choice. Presentations will be demonstrative of pedagogical inclusive theory and factors impacting the professional educator with modern day challenges, which were considered during the construct. (30%)

Assessment Two: Digital Reflective Journal (30%) LO 1-7

 In support of identifying their inclusive professional identity, learners will be prompted weekly with various teaching and learning scenarios. Learners will draw on the relevant theorist, reflect and respond on the most effective approach to scenarios which connects with their inclusive practice. A series of online understanding of content surveys will be facilitated through the VLE Moodle. 

The repeat assessment strategy will be dependent on overall grades and will be decided and documented at the Progression and Award Boards

Repeat submissions are capped at 40%.

LO. 1 Interpret theory that underpins diversity and variability in the context of  educational history and socio-cultural evolution. 

Learners will interrogate models of inclusion- e.g. functional model, social model, medical model, neuro-diversity models, versus more contemporary integrative models, examining their impact on the delivery of inclusive and holistic learning.  Issues relating to cultural diversity, class and race will be addressed  in the pedagogical context. i.e., review of the research concerning decolonisation of the curriculum etc. Learners will discuss their understanding of associated terminology and explore a range of diversity and variability in the context of  educational history and socio-cultural evolution as well as examine initiatives such as access, inclusion, and widening participation exploring how this is integrated into learning. 

LO 2 - Identify how a rights perspective set out in the legal framework, both international and domestic, aims to promote and ensure equal educational opportunity and inclusion for learner variability. 

A range of rights-based entitlements will be explored by the learners to establish how these are designed to meet peoples’ needs to ensure learner development, inclusion and participation in education.  Learners will engage with the foundational layers that formed the UDL principles and examine how the Irish Educational system moves forward with the ratification of the CRPD to move to a truly inclusive system requires an overhaul of existing policies. 

LO. 3 Appraise and justify the impacts the modern technological driven classroom via a choice of accessible platforms and digital tools that engage with the principles of Universal Design for Learning and correlate its pedagogical relevance in relation to accessibility.

Learners will be equipped with the skills to evaluate and develop appropriate accessible UDL approaches that address the modern digital classroom through engagement with functions of digital tools.  Learners will become familiar with the UDL for FET Practitioners guidance highlighting ‘no, lo, and hi-tech’ approaches in discovering that UDL can be no tech as well.

LO. 4 Correlate theoretical stances underlying neuro-educational research and portrayals of pedagogy in the context of the inclusive educational setting taking account of the synergistic relationship between all factors that account for how, what and why humans learn.

Learners will examine the associated affective neurological networks that align with neuro-educational research and reflect on the principles and guidelines of UDL through a close examination of relevant pedagogical theory that correlates this inclusive model.

LO. 5 Justify established educational theories concerning equity and inclusion in pedagogy by examining UDL in practice, demonstrating practical skill, operationalising theory and knowledge.

The learner will be able to critique key learnings from theory and recognise diversity and neurodiversity concerns in their own disciplinary context. They will explore and draw on pedagogical theory that relates to UDL as part of this justification.

LO.6  . Modify own curriculum and validate UDL as a teaching and learning framework that builds flexibility into the curriculum. 

Through an established understanding of a modified curriculum, learners will validate the UDL principles as a viable teaching and learning framework at an operational level providing for a flexible curriculum. This is developed through a creative project where modification and validation of a flexible curriculum are displayed.

LO 7. Enhance global thinking skills through discussion and debate of international inclusive educational perspectives.

The learner will be able to compare and contrast UDL teaching and learning approaches in the global educational community through close examination of international classroom projects which are grounded in research and examined over time.