A Teacher Professional Development Program for Designing Inclusive Learning Experiences
MetadataShow full item record
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.
Showing items related by title, author, creator and subject.
Lane, Cherylee Mary (2008)The international movement to include children with disabilities in education has resulted in significant legislative and policy change. However some have argued that this has not translated into actual practice and that ...
Navarro, S.; Zervas, P.; Gesa, R.; Sampson, Demetrios (2016)Inclusive education, namely the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide. In order to address this issue, a widely used framework ...
Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiryLuitel, Bal Chandra (2009)This thesis portrays my multifaceted and emergent inquiry into the protracted problem of culturally decontextualised mathematics education faced by students of Nepal, a culturally diverse country of south Asia with more ...