• Be accountable for one’s actions and decisions in implementing inclusive practices in the classroom;
• Exercise professional autonomy in seeking out resources and support networks to enhance inclusive teaching;
• Advocate for and contribute to collaborative discussionson inclusive education within school communities, promoting a culture of diversity and respect;
• Implement theoretical frameworks such as Universal Design for Learning (UDL), Intersectionality, and Differentiation to address individualised needs in classroom settings effectively;
• Actively influence school policies and classroom practices by advocating for the social model of disability and dismantling systemic barriers.

• Define and evaluate the legal, ethical, and policy frameworks governing the rights and inclusion of students with diverse needs in educational settings;
• Demonstrate a comprehensive understanding of theoretical frameworks such as Universal Design for Learning (UDL), Intersectionality, and Differentiation and their practical applications in promoting inclusive practices;
• Analyse the diverse needs, strengths, and challenges of students with diverse needs and identify appropriate strategies for addressing these within the context of inclusive education;
• Critically evaluate research literature, case studies, and best practices in inclusive education to inform decision-making and instructional planning processes.
• Evaluate national and international inclusive education policies and apply practical strategies to implement inclusive practices effectively in diverse school settings

• Develop effective communication skills to collaborate with colleagues, parents, support staff, and specialised professionals in advocating for the needs of students with disabilities;
• Adapt curriculum materials, instructional methods, and assessment strategies using UDL principles to meet the individualised needs of diverse learners;
• Demonstrate flexibility and adaptability in responding to unexpected challenges and adjusting instructional approaches to ensure equitable student access and engagement;
• Cultivate empathy, patience, and sensitivity in interactions with students with diverse needs.

This module will be assessed through: Case Study; Presentation.

Core Reading List

1. Brussino, O. (2021). Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion. https://doi.org/10.1787/57fe6a38-en
2. Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework. https://doi.org/10.1787/94ab68c6-en
3. Felten, P., & Barnett, B. (Eds.). (2023). Intersectionality in action: A guide for faculty and campus leaders for creating inclusive classrooms and institutions. Taylor & Francis.
4. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd.
5. Voltz, D. L., Sims, M. J., & Nelson, B. (2010). Connecting teachers, students, and standards: Strategies for success in diverse and inclusive classrooms: strategies for success in diverse and inclusive classrooms. ASCD.

Supplementary Reading List

1. Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the principles of universal design for learning (UDL) in the college classroom. Journal of Special Education Apprenticeship, 7(3), https://files.eric.ed.gov/fulltext/EJ1201588.pdf.
2. Universal Design for Learning (UDL). https://www.cast.org/impact/universal-design-for-learning-udl
3. Chambers, D. (2019). Assistive technology to enhance inclusive education: Existing and emerging trends. In Oxford Research Encyclopaedia of Education, 1-16.
4. Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social inclusion. Educational Psychologist, 54(4), 331-339. https://doi.org/10.1080/00461520.2019.1652098
5. Spencer, S. A. (2011). Universal design for learning: Assistance for teachers in today’s inclusive classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1), 10-22.