Promoting inclusive practice for autistic learners: Universal design for learning

Authors

  • Fiona Mitchell Arahunga School

DOI:

https://doi.org/10.54322/j7wy5s57

Keywords:

Universal Design for Learning, inclusion, autism, New Zealand inclusive practices

Abstract

The Universal Design for Learning (UDL) framework has the potential to enhance the inclusive practices of teachers with autistic learners in their classes. This study examines the extent to which the UDL framework is currently being used as a model for the inclusion of autistic learners in New Zealand primary schools. This study gathered data from a survey conducted online by primary teachers of autistic learners, and used the Universal Design for Learning guidelines to ask teachers how they felt they were using them within their classroom programmes. The study concludes that while some teachers are aware of and use the UDL framework, there is still work that needs to be done to ensure that it is consistently and consciously used to benefit autistic learners. There needs to be robust professional development programmes accessible to all teachers to see the UDL framework fully utilised within New Zealand primary schools.

Downloads

Published

14-12-2023

Issue

Section

Vol 24 Iss 2

How to Cite

Promoting inclusive practice for autistic learners: Universal design for learning. (2023). Kairaranga, 24(2), 30-51. https://doi.org/10.54322/j7wy5s57