Universal Design for Learning in a Changing World: Transforming Inclusive Education Through Theory, Practice, and Sustainable Innovation
Editat de Mary Quirke, Annjanette Bennar, Carol-Ann O'Síoráinen Limba Engleză Paperback – 24 mar 2027
Positioning UDL at the forefront of contemporary debates on inclusion, the book traces inclusive education across the full lifelong learning span. Carefully curated chapters demonstrate how the philosophy of UDL enables educators to engage with a broad spectrum of learners, including those with disabilities, across all educational levels. It also includes practical learning activities to encourage sustainable practice and further thinking. Throughout, the book links learning to living, connecting educational design to quality of life and to the United Nations Sustainable Development Goals. It closes by drawing these strands into a unifying, research informed argument for inclusive and sustainable education.
The book's originality lies in refusing a single, tidy account of inclusion and inclusive education, holding space and instead explores the tension between design and relationship, fidelity and critique, and global North frameworks and global South realities. Its recurring argument, the support paradox, shows how well-intentioned measures can create new exclusions. For students preparing to enter education, psychology, health and social care professions, it offers a clear, evidence-based foundation for grounding future practice in research, with sustainability as a guiding measure of success.
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Specificații
ISBN-13: 9781041215035
ISBN-10: 1041215037
Pagini: 232
Ilustrații: 16
Dimensiuni: 156 x 234 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1041215037
Pagini: 232
Ilustrații: 16
Dimensiuni: 156 x 234 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate and Professional Practice & DevelopmentCuprins
A Short Glossary of Key Terms
1. Universal Design for Learning: Reimagining Inclusion and the Rise of the Pracademic
2. The Power of Experience: Ethnographic Perspectives
3. Foundations of Inclusion Education in Early Childhood Education and Care (ECEC)
4. Embedding Learner-Led Pedagogy in Initial Teacher Education through Reflective Practice: A Northern Irish Perspective
5. Fostering Accessibility and Equity: The importance of the Teacher-student relationship
6. Beyond the Promise of Inclusion: Fidelity, Integrity, and Critical Reflection of Universal Design for Learning
7. Immersive Learning and Inclusive Education: Making Connections through a Universal Design–informed Framework
8. The Importance of Spaces and Places: Learning Environments, Physical and Online
9. Bridging the Gap Within: An Autobiographic Inquiry into Inclusive Mathematics Education and UDL in South Africa
10. The Future of UDL and Inclusive Education - A Call for Bold and Sustainable Change
The Work Continues
1. Universal Design for Learning: Reimagining Inclusion and the Rise of the Pracademic
2. The Power of Experience: Ethnographic Perspectives
3. Foundations of Inclusion Education in Early Childhood Education and Care (ECEC)
4. Embedding Learner-Led Pedagogy in Initial Teacher Education through Reflective Practice: A Northern Irish Perspective
5. Fostering Accessibility and Equity: The importance of the Teacher-student relationship
6. Beyond the Promise of Inclusion: Fidelity, Integrity, and Critical Reflection of Universal Design for Learning
7. Immersive Learning and Inclusive Education: Making Connections through a Universal Design–informed Framework
8. The Importance of Spaces and Places: Learning Environments, Physical and Online
9. Bridging the Gap Within: An Autobiographic Inquiry into Inclusive Mathematics Education and UDL in South Africa
10. The Future of UDL and Inclusive Education - A Call for Bold and Sustainable Change
The Work Continues
Recenzii
This book is a timely and thought-provoking contribution to the field of inclusive education. What makes it particularly compelling is that it goes beyond presenting Universal Design for Learning (UDL) as a set of strategies and instead challenges readers to embrace it as a transformative way of thinking about teaching, learning, and educational change. A highly recommended resource for educators, teacher educators, researchers, and advocates who believe that inclusion is not merely an aspiration but a shared responsibility.
Prof. Sujata Bhan, Dean & Head of School of Education and Department of Psychology, Lovely Professional University, India.
This is an important resource for anyone committed to advancing inclusive education and achieving meaningful, sustainable change. It deserves a place among the essential readings for educators, teacher educators, researchers and educational leaders seeking to build learning environments where every learner has the opportunity to succeed.
Prof. Mncedisi Christian Maphalala, Deputy Vice-Chancellor: Research, Innovation and Engagement, Mangosuthu University of Technology, South Africa.
There is a need for scholarly literature that critically and practically approaches robust instructional design for diverse learners and presents information in ways that are viewed as balanced, objective, and essential. Universal Design for Learning in a Changing World address this need by taking a critical stance in explaining UDL and its practical application in educational settings. The chapters provide rich depth of knowledge from differing geographic and cultural perspectives and educational settings and offer thoughtful views and insights into the multidimensional aspects of inclusive systems. Readers will be readily able to incorporate the recommendations into their practices.
Associate Professor Susie Gronseth, Ph.D., Texas A&M University, USA.
What makes Universal Design for Learning in a Changing World especially compelling is its willingness to be critical and its ambition to disrupt. It does not simply celebrate UDL or present it as a complete solution. Instead, it asks the harder questions. The questions the field needs to face if UDL is to remain meaningful, ethical, and future-ready. For me, this book is ultimately a call to be braver, to disrupt, and to be more ambitious. It invites us all, researchers and practitioners alike, to move beyond comfortable interpretations or dare I say assumptions of inclusion and to hold themselves, their institutions, and their systems to a higher standard.
Dr. Margaret Flood, Maynooth University Department of Education, Assistant Professor Inclusive and Special Education, Ireland.
Prof. Sujata Bhan, Dean & Head of School of Education and Department of Psychology, Lovely Professional University, India.
This is an important resource for anyone committed to advancing inclusive education and achieving meaningful, sustainable change. It deserves a place among the essential readings for educators, teacher educators, researchers and educational leaders seeking to build learning environments where every learner has the opportunity to succeed.
Prof. Mncedisi Christian Maphalala, Deputy Vice-Chancellor: Research, Innovation and Engagement, Mangosuthu University of Technology, South Africa.
There is a need for scholarly literature that critically and practically approaches robust instructional design for diverse learners and presents information in ways that are viewed as balanced, objective, and essential. Universal Design for Learning in a Changing World address this need by taking a critical stance in explaining UDL and its practical application in educational settings. The chapters provide rich depth of knowledge from differing geographic and cultural perspectives and educational settings and offer thoughtful views and insights into the multidimensional aspects of inclusive systems. Readers will be readily able to incorporate the recommendations into their practices.
Associate Professor Susie Gronseth, Ph.D., Texas A&M University, USA.
What makes Universal Design for Learning in a Changing World especially compelling is its willingness to be critical and its ambition to disrupt. It does not simply celebrate UDL or present it as a complete solution. Instead, it asks the harder questions. The questions the field needs to face if UDL is to remain meaningful, ethical, and future-ready. For me, this book is ultimately a call to be braver, to disrupt, and to be more ambitious. It invites us all, researchers and practitioners alike, to move beyond comfortable interpretations or dare I say assumptions of inclusion and to hold themselves, their institutions, and their systems to a higher standard.
Dr. Margaret Flood, Maynooth University Department of Education, Assistant Professor Inclusive and Special Education, Ireland.
Notă biografică
Mary Quirke is a Lecturer in Psychology at Griffith College Dublin, Ireland and an Education Researcher and Career Guidance Practitioner at Career Confidence.
Annjanette Bennar is Director of the Center for Teaching Excellence, Goodwin University, USA.
Carol-Ann O'Síoráin is an Assistant Professor of Early Childhood Education at Dublin City University's Institute of Education Ireland.
Annjanette Bennar is Director of the Center for Teaching Excellence, Goodwin University, USA.
Carol-Ann O'Síoráin is an Assistant Professor of Early Childhood Education at Dublin City University's Institute of Education Ireland.
Descriere
Offering an international perspective on inclusive education, this book explores how Universal Design for Learning (UDL) supports diverse learners across the lifespan. Linking education to sustainability and quality of life, it challenges conventional views of inclusion and examines barriers created by well-meaning support.