Document Type
Book Chapter
Date of Original Version
2023
Department
Communicative Disorders
Abstract
In education, the factors involved in a successful inclusive education classroom are diverse and multidimensional, with a growing research base. Universal design for learning (UDL) can help educators address the varied needs of students through diversification of the design of instructional methods, materials, and assessments. Global interest in UDL has driven the need for more teacher training opportunities. This chapter contributes to the literature base on professional development in UDL cases by presenting two examples from two national contexts, Sweden and India. The authors ground the two cases in the literature on teacher training, inclusive education, and UDL, concluding with a discussion on the contextual impact and insights stemming from the cases.
Publication Title, e.g., Journal
Developing Inclusive Environments in Education: Global Practices and Curricula
Citation/Publisher Attribution
Ewe, L. P., Dalton, E. M., Bhan, S., Gronseth, S. L., & Dahlberg, G. (2023). Inclusive Education and UDL Professional Development for Teachers in Sweden and India. In K. Koreeda, M. Tsuge, S. Ikuta, E. Dalton, & L. Ewe (Eds.), Developing Inclusive Environments in Education: Global Practices and Curricula (pp. 14-33). IGI Global. https://doi.org/10.4018/979-8-3693-0664-2.ch002
Available at: https://doi.org/10.4018/979-8-3693-0664-2.ch002