Dianne has worked extensively with schools in the Middle East Europe and Asia supporting teachers in the development of UDL practise. She has presented at the recent Hague conference for the International Baccalaureate and will be presenting in March 2023 at the Adelaide conference for the International Baccalaureate.
What is a UDL Classroom?
Not just designing instruction for the ‘average’ student
Seeks to provide all students with equal learning opportunities—including those with the greatest needs
Presenting learning content in a variety of ways
Allowing students multiple options to demonstrate understanding
Anticipate barriers in the learning environment and design flexible solutions to remove them
The UDL framework values diversity through the design through inclusion, agency and choice. This in
turn reduces or eliminates barriers to learning. Developed as a means for including students with
disabilities in the classroom, the strategies of UDL improves outcomes for all learners.
UDL classrooms provide inclusive education for all learners by providing more flexibility and fewer
barriers to learning. It breaks learning down into three parts — representation, action and
expression, and engagement through multiple ways to access the learning.
Schools have evidenced improved student engagement outcomes and wellbeing after developing
with Dianne on UDL practice.
‘UDL has been transformational to our approach to differentiation. The outcome for learners was stark from the offset. Students commented that they began to feel more confident in their learning, developed their independence as learners and their outcomes better. In February 2022, Ofsted commented that the differentiation was so strong that one could not see the difference between SEN students to ‘other’ learners.’
Michael Gore, Principal, Wilmington Academy (IBWS), United Kingdom.