Universal design for learning (UDL) - Implications for guidance
Citation:
Quirke, M., & Mc Guckin, C., Universal design for learning (UDL) - Implications for guidance, Guidance Matters, 2019, 3Abstract:
This feature article provides a fascinating Guidance perspective on the significant developments in
the recognition, adoption, implications and opportunities suggested by the adoption of the principles
of Universal Design in education, career development, and societal contexts. Guidance Counselling
professionals may already recognise how UDL is significantly ‘connected’ to guidance. It is of note that
the NCGE: A Whole School Guidance Framework (2017) was developed to meet the guidance needs
of ALL students by using a continuum of support model where the level of student need for guidance
is congruent with the level of service provided: guidance for all, guidance for some, and guidance
for few. SOLAS are actively working to promote inclusiveness in FET and, in consultation with ETBI,
commissioned AHEAD to conduct research and develop guidelines on inclusive learning environments
using a Universal Design for Learning approach. Recognising the connection between Good Practice in
Guidance and Good Practise in UDL, it is useful that as readers of Guidance Matters are aware of the
research, the activities and the development of policy and guidelines in this area.
Author's Homepage:
http://people.tcd.ie/mcguckicDescription:
PUBLISHED
Author: Mc Guckin, Conor
Type of material:
Journal ArticleCollections
Series/Report no:
Guidance Matters.;3;
Availability:
Full text availableSubject (TCD):
Identities in Transformation , Inclusive Society , CONTINUING-EDUCATION , Continuing Professional Development , Counseling/Guidance , Counseling/Guidance Education , EDUCATION , Education and Work , Universal design for learning , universal designISSN:
2009-6941Metadata
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