The Enactment of the Principles of UDL in Practice in an Irish Post-Primary English Classroom: A Snapshot

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Author(s): Margaret Flood (Education Department, Maynooth University, Ireland), Louise O'Reilly (National Council for Curriculum and Assessment, Ireland), Elish Walsh (Kingswood Community College, Ireland)and Sarah Dunne (Kingswood Community College, Ireland)
Copyright: 2024
Pages: 27
Source title: Cases on Effective Universal Design for Learning Implementation Across Schools
Source Author(s)/Editor(s): Frederic Fovet (Thompson Rivers University, Canada)
DOI: 10.4018/978-1-6684-4750-5.ch003

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Due to the relative newness of Universal Design for Learning (UDL) in post-primary education in Ireland, there is a lack of examples that show teachers how the principles of UDL work in practice. This chapter addresses this gap through providing snapshots of learning, teaching, and assessment through the lens of representation, engagement, and action and expression. These snapshots take place in two junior cycle English classrooms. The teachers describe the goal and tasks of the lessons, take the reader through their UDL planning and actions, and finally reflect—and invite—student reflection on the lessons.

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The Enactment of the Principles of UDL in Practice in an Irish Post-Primary English Classroom: A Snapshot

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