Exploring Equity and Inclusion using Universal Design for Learning in Teacher Education at Samtse College of Education

Abstract

The study investigates how teacher educators in Samtse College of Education (SCE) conceptualise and implement Universal Design for Learning (UDL) in teacher training. Employing a mixed-methods approach, data were gathered from 18 educators, out of which nine were engaged in semi-structured interviews and class observations. Findings indicate moderate conceptual knowledge of UDL among teacher educators, but high commitment towards diversity and learner inclusivity. Strengths were noted in providing multiple means of representing content, but a wide variability existed in providing multiple means of performing, expressing, and personalising. Significant barriers were scarce resources, large class sizes, and lockstep curricula, which restricted full implementation of UDL principles. Although training sessions were provided, the participants rated them as too theoretical and removed from classroom settings. Despite these problems, teacher educators were positive regarding the promise of UDL to enhance student engagement, equity, and pedagogy. The research highlights the importance of institutional support in the form of constant professional development, increased use of resources, and systemic dedication to inclusive practice.