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dc.contributor.authorBanks, Joanne
dc.date.accessioned2021-08-12T15:44:12Z
dc.date.available2021-08-12T15:44:12Z
dc.date.issued2021
dc.date.submitted2021en
dc.identifier.citation'Universal Design for Learning: Is It Gaining Momentum in Irish Education?', 2021, Education Sciences;, 11;, 7;en
dc.identifier.otherY
dc.identifier.urihttps://www.mdpi.com/2227-7102/11/7/341/htm
dc.identifier.urihttp://hdl.handle.net/2262/96812
dc.descriptionPUBLISHEDen
dc.description.abstractResponding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland’s policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader inclusive education agenda.en
dc.format.extent341en
dc.language.isoenen
dc.relation.ispartofseriesEducation Sciences;
dc.relation.ispartofseries11;
dc.relation.ispartofseries7;
dc.rightsYen
dc.subjectuniversal design for learningen
dc.subjectinclusive educationen
dc.subjectpolicyen
dc.subjectprimary educationen
dc.subjectsecond-level educationen
dc.subjectIrelanden
dc.titleUniversal Design for Learning: Is It Gaining Momentum in Irish Education?en
dc.typeJournal Articleen
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/banksjo
dc.identifier.rssinternalid232602
dc.rights.ecaccessrightsopenAccess
dc.subject.TCDThemeInclusive Societyen
dc.subject.TCDTagEDUCATIONen
dc.identifier.rssurihttps://doi.org/10.3390/educsci11070341
dc.identifier.orcid_id0000-0003-2322-662X
dc.subject.darat_thematicEducationen
dc.status.accessibleNen


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