Universal Design for Learning

A Critical Approach
1. Auflage 2025
ISBN: 978-1-915713-39-1
Verlag: Routledge

Buch, Englisch, 116 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 193 g

Reihe: Critical Practice in Higher Education

Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest.

This essential text focuses on the principles of Universal Design for Learning (UDL) and how they should underpin thinking in embedding inclusive practice. The Covid-19 pandemic meant the higher education sector had to rethink curriculum delivery and now has the opportunity to build on this momentum towards full UDL. The book translates the principles of UDL into research-informed inclusive practice, looking at UDL from the perspectives of various marginalised groups, including but not limited to categories protected by the Equality Act 2010. Curriculum content and delivery is considered as well as factors such as digital poverty. Readers are invited to consider a more nuanced understanding of teaching and learning which celebrates and accommodates diversity.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Martin, Nicola

Wray, Mike

Krupa, Joanna

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Introduction 1. Embedding UDL with disabled students 2. lang=en-US>Implementing UDL policies and procedures 3. UDL: Different learners, different places, different circumstances 4. lang=en-US>Practical concerns of minority ethnic students: student voice and the awards gap 5. lang=en-US>Effective and culturally sensitive online teaching and learning 6. Consciousness raising: Collective responsibility and strategic thinking for UDL in Higher Education 7. Overarching themes and future directions

Über Autor(innen)

Nicola Martin has worked in education since 1982 and in universities since 1993. As Professor of Social Justice and Inclusive Education at London South Bank University, she conducted research into embedding inclusive practice into all aspects of student experience under the UDL umbrella.

Mike Wray is a lecturer at the University of York. He has a background delivering and managing services in the public sector to support disabled people, before moving into higher education initially as manager of the disability service at the University of the West of England.

Joanna Krupa is currently a PhD student in education at London South Bank University. Her PhD includes aspects of UDL in exploring how parents and teachers of autistic pupils can bring together their respective knowledge and experiences to contribute to a more inclusive school environment.