A Teacher Professional Development Program for Designing Inclusive Learning Experiences

Abstract

Inclusiveness, namely the process of proving all learners equal educational opportunities, is a major challenge for many educational systems worldwide. In order to address this issue, frameworks have been proposed from (a) a pedagogical perspective such as the Universal Design for Learning (UDL) and (b) teachers' required competences perspective such as the Competence Framework for Inclusive Teachers (CFIT). To this end, the scope of this paper is to present the design and initial evaluation of a teacher professional development program for designing inclusive learning experiences aligned with UDL and CFIT.