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    A Teacher Professional Development Program for Designing Inclusive Learning Experiences

    Access Status
    Fulltext not available
    Authors
    Baldiris Navarro, S.
    Zervas, P.
    Fabregat Gesa, R.
    Sampson, Demetrios
    Date
    2015
    Type
    Conference Paper
    
    Metadata
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    Citation
    Baldiris Navarro, S. and Zervas, P. and Fabregat Gesa, R. and Sampson, D. 2015. A Teacher Professional Development Program for Designing Inclusive Learning Experiences, in Proceedings of the 15th IEEE International Conference on Advanced Learning Technologies (ICALT 2015), Jul 6-9 2015, pp. 434-435. Hualien, Taiwan: IEEE.
    Source Title
    Proceedings: 15th IEEE International Conference on Advanced Learning Technologies (ICALT 2015)
    Source Conference
    15th IEEE International Conference on Advanced Learning Technologies (ICALT 2015)
    DOI
    10.1109/ICALT.2015.51
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/42664
    Collection
    • Curtin Research Publications
    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.

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