Universal design for learning in inclusive education policy in South Africa.

Judith A Mckenzie,Elizabeth M Dalton

doi:10.4102/ajod.v9i0.776

Abstract

BackgroundSouth Africa has undertaken the implementation of inclusive education as a vehicle for achieving enhanced educational outcomes and equity. Universal Design for Learning (UDL) is an instructional design framework that takes into account the wide range of variations in skills and abilities that exist across all learners, and provides a research-based set of principles and guidelines for inclusive curriculum development and delivery.ObjectivesTo locate UDL within the specific inclusive education policy context of South Africa and consider how this approach can support policy implementation. We have argued that UDL could serve as a strategy to link policy imperatives with classroom practice, enabling effective communication between the different actors.MethodWe reviewed fundamental inclusive education policies in South Africa and research relating to their implementation, and how they configure support and curriculum differentiation. We then compared this understanding with that proposed by UDL and considered what could be gained in adopting a UDL framework.ResultsWe noted that UDL has several advantages in that it allows for a common language between education stakeholders and gives new meaning to the interpretation of levels of support.ConclusionThe implementation of inclusive education in South Africa could be enhanced by introducing the concepts of UDL into policy, research and teaching practice as a common language and vehicle for packaging support systems.

Highlights

In 2011, the authors of this article jointly presented a workshop on the use of Universal Design for Learning (UDL) to a diverse audience of therapists, teachers and education managers and published the experiences
We explore why the combination of UDL and inclusive education policy in South Africa has struck a chord with teachers and researchers, and we speculate as to how this synchrony can be further developed, with particular regard for how curriculum differentiation for different levels of support needs can be attained within the inclusive education system in South Africa
Given the segregated special education system that continues to exist in South Africa today, because of a multiplicity of cultural and historical factors such as apartheid, family protectiveness, lack of awareness and/or lack of professional preparation opportunities, it becomes imperative for teachers to understand that disability support needs, they might include specialised adaptations, should always incorporate lower levels of support, in terms of curriculum differentiation and planning for diversity and that these needs belong in the same conceptual framework of UDL

Summary

Background

South Africa has undertaken the implementation of inclusive education as a vehicle for achieving enhanced educational outcomes and equity. Universal Design for Learning (UDL) is an instructional design framework that takes into account the wide range of variations in skills and abilities that exist across all learners, and provides a research-based set of principles and guidelines for inclusive curriculum development and delivery

Objectives

Conclusion

Introduction

Data availability statement