Adopting a UDL Attitude within Academia

Adopting a UDL attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning).

Adopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom.

Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions:

• Is this a scientific theory or just a new practice, and why is it important?

• How can I be more inclusive in my current practice?

• Is it sustainable and how do I ensure I'm implementing it correctly?

The book will have a broad appeal and is essential reading for anyone looking to understand and implement UDL across their learning environment - be it a university or any education institution.

Autorentext

Mary Quirke is a qualified career guidance counsellor with a passion and knowledge about inclusion in education due to her active engagement with learners, teachers, and employers while also actively engaging with UDL across practice and policy. She is completing a Ph.D based in the School of Education at Trinity College Dublin, Ireland. ****

Conor Mc Guckin is an Associate Professor of Educational Psychology in the School of Education, Trinity College Dublin, Ireland.

Patricia McCarthy is Visiting Research Fellow in the School of Education, Trinity College Dublin, Ireland.

Klappentext

Adopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom. Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions: Is this a scientific theory or just a new practice, and why is it important? How can I be more inclusive in my current practice? Is it sustainable and how do I ensure I'm implementing it correctly? The book will have a broad appeal and is essential reading for anyone looking to understand and implement UDL across their learning environment - be it a university or any education institution.

Inhalt

Preamble 1. The World before Universal Design (UD) and Universal Design for Learning (UDL) 2. Universal Design 3. Universal Design FOR Learning 4. The CAST Model of UDL 5. Universal Design in Higher Education: The Experience to Date 6. A Campus where UDL Thinking is Everyone's Business 7. Redesigning our Approaches: "Giving it a Go From the Get-Go" 8. From Theory to Practice . . .and to YOU! 9. Adopting the Right Attitude on the New Universally Designed Campus