Responsive Teachers in Inclusive Practices

Guðjónsdóttir, Hafdís; Óskarsdóttir, Edda; Karlsdóttir, Jóhanna

doi:10.1163/9789004405363_013

Teachers’ Professional Development in Global Contexts 2019

DOI: 10.1163/9789004405363_013

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Responsive Teachers in Inclusive Practices

Hafdís Guðjónsdóttir¹,

Edda Óskarsdóttir²,

Jóhanna Karlsdóttir³

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2023

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Inclusive Education and UDL Professional Development for Teachers in Sweden and India

Ewe

Dalton²,

Bhan

et al. 2023

Advances in Educational Technologies and Instructional Design

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In education, the factors involved in a successful inclusive education classroom are diverse and multidimensional, with a growing research base. Universal design for learning (UDL) can help educators address the varied needs of students through diversification of the design of instructional methods, materials, and assessments. Global interest in UDL has driven the need for more teacher training opportunities. This chapter contributes to the literature base on professional development in UDL cases by presenting two examples from two national contexts, Sweden and India. The authors ground the two cases in the literature on teacher training, inclusive education, and UDL, concluding with a discussion on the contextual impact and insights stemming from the cases.

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Inclusive Education and UDL Professional Development for Teachers in Sweden and India

Ewe

Dalton²,

Bhan

et al. 2023

Advances in Educational Technologies and Instructional Design

View full text Add to dashboard Cite

show abstract

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Responsive Teachers in Inclusive Practices

Cited by 1 publication

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Inclusive Education and UDL Professional Development for Teachers in Sweden and India

Inclusive Education and UDL Professional Development for Teachers in Sweden and India

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