Universal Design for Learning in Algeria –reducing barriers to achievement in inclusive STEAM classrooms.

• In Event: Highlighted Session: Evidence on making inclusive education work on the ground – key lessons on data, design and implementation

Proposal

This presentation will share insights from World Learning’s Universal Design for Learning (UDL) teacher training in Algeria. The privately funded program has trained 450 preservice teachers over 6 years and is designed to act as a catalyst for increasing inclusive practices in general education settings in Algeria. Participants will be able to hear insights from graduates from the course and understand how their motivation to create inclusive classrooms across Algeria has grown as a result of their experience.

The UDL Teacher Training program was developed in 2016 to increase inclusive education options in science, technology, engineering, arts and mathematics (STEAM) classrooms in Algeria. The initiative is based on the premise that effective education systems are built upon a solid foundation of inclusive practices across the school community (Cole, Waldron, & Majd, 2004; Cosier, Causton-Theoharis, &Theoharis, 2013). Equipping general education teachers with inclusive teaching skills strengthens the capacity of a developing school system to support exceptional student needs (McGregor & Vogelsberg, 1998). When exceptional student interventions are layered on top of a strong foundation of inclusion, student achievement and sustainability of interventions improve for all students.

Universal Design for Learning is a promising framework for building inclusive school systems (Dalton, McKenzie & Kahonde, 2021; Gronseth & Dalton, 2019; McKenzie, Karisa, Kahnde & Tesni, 2021; Nelson, 2021b). The UDL instructional design approach aims to reduce barriers to achievement for all learners while creating “expert learners” capable of leveraging individual strengths to overcome learning difficulties. When UDL is implemented by proficient teachers, the achievement of all students can increase, teachers can feel increased confidence in their capacity to teach all learners, and school systems may see tangible results that resonate with the needs of all learners and lend continued support for building inclusive systems into the future (Meo, 2008; Basham & Marina, 2013; Meyer, Rose, & Gordon, 2013).

World Learning Algeria’s UDL training objectives include strengthening teachers’ capacity to design inclusive lessons that reduce barriers to academic achievement in Algerian classrooms. Graduated teachers experience increased enthusiasm and openness to include students of diverse learning backgrounds in their classrooms.

The presentation will share an overview of the UDL in STEM training content, with insights into the impact of the program on teacher attitudes toward inclusion and case studies of exceptional students who have benefited from instruction led by graduates of the course.

Author

• Leah Myers Bitat, World Learning