Universal design for learning (UDL) - Implications for guidance

Abstract

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.