A UDL Approach to Curriculum Design and Assessment using Fink's Model of Course Design for Significant Learning.

Inclusive education constitutes a key component of the global policy agenda, mandating national governments and their respective agencies to formulate and enact measures that foster inclusive practices (Wright, 2010). In the Irish context, there have been significant advancements in conceptualizing and addressing matters concerning equality and active inclusion within educational environments (Rose et al., 2010). Universal Design for Learning (UDL) is a set of principles for curriculum development that provide all individuals with equal opportunities to learn and succeed at third level (AHEAD, 2018). A UDL approach seeks to improve the educational experience of all students by integrating more flexible methods of representation, engagement and expression into the learning environment and this integration begins with good curriculum design and structures of assessment. This paper focuses on Fink’s approach to course design (2003) which illustrates the importance of an integrated course and how it can be used to embed the principles of UDL in third level education. It is hoped that this paper will provide an outline of the module development process for professional practitioners, encourage the integration of UDL principles in courses in a way that promotes significant learning for students, and provide insights into how responsive curriculum development may be achieved in third level education.