Abstract
In striving to make education more inclusive to all students, partly because of the student protests and the impact of the COVID-19 pandemic on teaching and learning, the University of Cape Town (UCT) is developing models for blended learning that can improve students' learning and success. This intent directs the Centre for Innovation in Learning and Teaching to lead in a Redesigning Blended Courses project supported by Including Disability in Education in Africa research unit, on the use of Universal Design for Learning (UDL) as a flexible approach with multiple learning pathways. This chapter reports on the inclusive teaching and learning practices that were adopted for a course in Disability Studies drawing upon the UDL framework. The Disability Studies short course is presented as a case study for implementing and promoting the inclusion of students with disabilities for access, participation, and success. The authors consider the development of a contextually relevant understanding of UDL, recognising the power of the framework to integrate inclusive practices in teaching.
TopInclusive Education
In accordance with international initiatives, in 2001 the Department of Education (DoE) in South Africa introduced the Education White Paper 6 on Special Needs Education: Building an inclusive education and training system. This policy framework focused on the principles of equality for all learners, human rights, equal participation, and access to education (DoE, 2001) within a framework of inclusive education. The policy recognised that implementing inclusive education is determined partially by the pedagogical skills and teaching approaches used by educators, teachers, or lecturers to accommodate all learners in the mainstream classrooms (Nseibo et al., 2022).
Key Terms in this Chapter
Disability: The disadvantage or restriction of activity caused by a society that fails to consider the diverse abilities and needs of its members. Disability is not solely a result of an individual's impairment or difference, but rather a consequence of societal barriers and attitudes that limit the individual’s participation in society.
Universal Design for Learning: A framework for designing curriculum, materials, and instruction that provides all students with equal opportunities to learn by offering multiple means of representation, expression, and engagement to accommodate diverse learning needs.
Student With Disabilities: Learners who face disadvantage or restriction of activity caused by an education institution that fails to consider the diverse abilities and needs of its members.
Short Course: A non-credit bearing course offered at an institution of higher learning, aimed at working professionals.
Disability Studies in Education: An interdisciplinary field of study that examines the social, cultural, and historical contexts of disability and their impact on education, by addressing issues related to curriculum, policy, pedagogy, and inclusive practices, and challenging ableist assumptions and biases that marginalize individuals with disabilities.
Higher Education: An advanced education pursued after high school, providing specialized knowledge and skills, personal and professional growth, and contributing to society through innovation and expertise.
Inclusive Education: A philosophy and approach to education that promotes equitable access, participation, and success for all students, regardless of their background, abilities, or differences, by adapting teaching methods, curriculum, and environments to meet diverse learning needs.
Blended Course: An educational course that combines both online and in-person instruction to create a flexible and customized learning experience.