Inclusive Design for Diverse Learners
8 weeks · 0 milestones
Redesign a real curriculum resource or teaching sequence applying Universal Design for Learning (UDL) principles. Proof requires: (a) the original resource or sequence, (b) a documented UDL barrier analysis identifying specific barriers for at least 2 named learner groups (e.g. students with dyslexia, EAL learners, students with sensory impairments, students with ADHD), (c) the redesigned version with explicit references to UDL principles (Engagement, Representation, Action and Expression) for each design change made, and (d) peer or supervisor review from someone with inclusive education expertise who confirms the redesign addresses the identified barriers and challenges at least one design decision — the student's written response is part of the proof.
Milestone map
Milestone map
3 milestones
Select one existing curriculum unit (a scheme of work, module guide, or unit plan) and conduct a systematic audit against Universal Design for Learning principles and diversity/inclusion frameworks. Identify at least five specific barriers across three UDL dimensions (representation, action and expression, engagement) and document the evidence for each barrier with reference to learner need categories from the SEND Code of Practice or equivalent inclusivity framework.
Proof required
Submit your completed audit document: a structured table listing each identified barrier, the UDL dimension it falls under, the learner need category affected, and the evidence or rationale for why it is a barrier (minimum 600 words of analysis, plus the annotated curriculum unit or excerpt).
What gets checked
- Barriers are distributed across at least two UDL dimensions — not all concentrated in representation or materials
- Each barrier is grounded in a specific learner need category (e.g., dyslexia, EAL, ADHD, sensory) — not described in abstract terms
- Evidence is cited for at least three barriers (named research, SEND CoP section, or named inclusion framework)