Universal Design for Learning

About the course

Through innovative uses of modern multimedia technology and contemporary research in cognitive neurosciences, Universal Design for Learning (UDL) has developed a new field of teaching methods. This course provides an in-depth exploration of resources and adaptations designed for diverse student groups, illustrating how these can be effectively integrated into classroom environments and curricula. By adopting a UDL perspective, educators can create flexible learning environments that enhance learner engagement and autonomy. Lessons structured around the UDL framework include well-defined objectives, effective strategies, diverse materials, essential tools, and inclusive assessments, thereby supporting a wide range of learners.

Who is this course for?

This course is designed for teachers, SNAs and those working with learners in various contexts. It is also of interest to curriculum designers, psychologists and educational professionals who want to learn more about the application of universal design for learning in their role of practice and context.

Approved by the Department of Education

This course is approved by the Department of Education.

Three EPV days will be allowed for primary school teachers who take the course during the summer term. Please note this provision applies only to the summer term as per Department guidelines.

We have four terms a year: Autumn, Spring, May/June & Summer.

This course begins with an overview of Universal Design for Learning (UDL), presenting international perspectives and exploring the connection between Universal Design (UD) and UDL. We examine the significant contributions of Dr David Rose from the Centre for Applied Special Technology (CAST) and provide an overview of UD within the Irish context, highlighting the work of the Centre of Excellence in Universal Design (CEUD). Additionally, we consider the School Self-Evaluation Draft Guidelines (DES), the National Council for Curriculum & Assessment (NCCA), and the Professional Development Service for Teachers (PDST), particularly in relation to information and communications technology (ICT).

In Module Two, the focus shifts to the pedagogical foundations of UDL and its implications for curriculum design, learning, and assessment. Module Three, titled "From Principle to Practice," showcases best practices for implementing UDL to enhance student achievement and foster inclusion. Technology’s potential to support and extend learning opportunities is the central theme of Module Four, where we explore the use of Assistive Technology (AT) to eliminate barriers to accessing the curriculum. Finally, Module Five addresses assessment in the UDL classroom, outlining the 3 Block Model and offering UDL toolkits and protocols for effective assessment practice.

Key highlights

• By understanding the "Why," the "What," and the "How" of learning, educators can design classrooms, materials, and methods to accommodate all learners.
• Designing classes with UDL principles from the outset eliminates the need for retrofitting.
• Recognising that every student has unique learning needs is crucial to 21st-century education. How we accommodate these needs is vital for effective learning.
• Many students benefit from alternative learning methods, such as auditory or visual approaches. UDL embraces diversity as the norm and promotes proactive planning to meet the varied needs of students.
• Enjoy rich opportunities for collaboration with our online network of learners and tutors.
• Save and print course materials and resources for future reference.