A Teacher Professional Development Program for Designing Inclusive Learning Experiences

Baldiris Navarro, S.; Zervas, P.; Fabregat Gesa, R.; Sampson, Demetrios

doi:10.1109/ICALT.2015.51

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Date

2015

Type

Conference Paper

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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.