Abstract
In education, the factors involved in a successful inclusive education classroom are diverse and multidimensional, with a growing research base. Universal design for learning (UDL) can help educators
address the varied needs of students through diversification of the design of instructional methods,
materials, and assessments. Global interest in UDL has driven the need for more teacher training opportunities. This chapter contributes to the literature base on professional development in UDL cases
by presenting two examples from two national contexts, Sweden and India. The authors ground the two
cases in the literature on teacher training, inclusive education, and UDL, concluding with a discussion
on the contextual impact and insights stemming from the cases.
address the varied needs of students through diversification of the design of instructional methods,
materials, and assessments. Global interest in UDL has driven the need for more teacher training opportunities. This chapter contributes to the literature base on professional development in UDL cases
by presenting two examples from two national contexts, Sweden and India. The authors ground the two
cases in the literature on teacher training, inclusive education, and UDL, concluding with a discussion
on the contextual impact and insights stemming from the cases.
| Original language | English |
|---|---|
| Title of host publication | Developing Inclusive Environments in Education |
| Subtitle of host publication | Global Practices and Curricula |
| Editors | Kiyoji Koreeda, Masayoshi Tsuge, Shigeru Ikuta, Elizabeth Dalton, Linda Plantin Ewe |
| Publisher | IGI Global Publishing |
| Chapter | 2 |
| Pages | 14-33 |
| Number of pages | 20 |
| Volume | 1 |
| Edition | 1 |
| ISBN (Electronic) | 9798369306666 |
| ISBN (Print) | 9798369306642 |
| DOIs | |
| Publication status | Published - 2023-Jun |
Swedish Standard Keywords
- Learning (50303)
