Mapping Evidence-Based Practices Within the Universal Design for Learning Framework

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Sociocultural and Design Frameworks for Advancing Teacher Knowledge (Table 7)

Abstract

This paper is part of a broader project aiming to support teachers in establishing inclusive and engaging learning opportunities in a digital space using the Universal Design for Learning framework. The specific goal of this paper is to outline a critical analysis process undertaken to explore the relationships between Universal Design for Learning and existing Evidence-Based Practices in education. In the context of extensive top-down policy initiatives, the mapping process and outcome described in this paper offer a basis for leveraging teacher pedagogical knowledge and self-efficacy, valuing them as research-informed professionals, expert in their own classroom and school contexts and enabling them as adaptive agents of change with a focus on both excellence and equity.

Authors

• Ann Devitt, Trinity College Dublin
  Presenting Author

• Joanne Banks, Trinity College Dublin
  Non-Presenting Author

• Aibhín Bray, Trinity College Dublin
  Non-Presenting Author

• Gavin Murphy, Trinity College Dublin
  Non-Presenting Author

• Sergio Sanchez Fuentes, Universidad Autonoma de Madrid
  Non-Presenting Author

• Marta Sandoval, Universidad Autonoma de Madrid
  Non-Presenting Author

• Silvia Terrenzio, CVO Vitant Antwerp,
  Non-Presenting Author

• Katerina Riviou, Ellinogermaniki Agogi
  Non-Presenting Author

• Eimear MacCarthy, St Josephs School Rush
  Non-Presenting Author