Modelling inclusive practices in postgraduate tertiary education courses

Abstract

This paper is a teaching reflection. It gives an account of the delivery of two courses dealing with inclusive education. Both were delivered via external mode at the postgraduate level (i.e. distance education including web‐based presentations and alternative resource delivery). While university education lecturers often talk about, and promote, Universal Design for Learning (UDL) and curriculum differentiation as the foundations of inclusive education, they do not appear to apply the relevant principle to their own teaching in tertiary education. The delivery of the two courses described herein was based upon UDL, curriculum differentiation and professional learning essentials. Overall, the participants reported gaining knowledge and skills in a flexible learning context that they were able to pass on to their own students in a variety of teaching‐learning settings.