The aim of this module is to incorporate key components in relation to the evolution of inclusive educational practice, specifically Universal Design for Learning (UDL) which is presented as a teaching and learning framework for consideration. To frame this learning, the module curriculum casts a view on global and national conceptualisation comprising of attitudinal beliefs and the ways in which underrepresented groups or facets of diversity and education have evolved initially side by side and in the recent past as an integrated approach to learning through mediums of inclusive practices and policy. This evolution transcends through pedagogical theory, examining the neuro-educational science within UDL allowing for students to adapt critical and global thinking skills through discussion and debate of international inclusive educational perspectives. Through a UDL teaching and learning lens, educators will learn the value of human diversity and respect of varied talents and perspectives in regard to the education of a body of students.

1. Interpret theory that underpins diversity and variability in the context of educational history and socio-cultural evolution.

2. Identify how a rights perspective set out in the legal and policy framework, both international and domestic, aims to promote and ensureequitable opportunity and inclusion for people with disabilities.

3. Appraise and justify the impacts the modern technological driven classroom via a choice of accessible platforms and digital tools that engage with the principles of Universal Design for Learning and correlate its pedagogical relevance in relation to accessibility.

4. Correlate theoretical stances underlying neuro-educational research and portrayals of pedagogy in the context of the inclusive educational setting taking account of the synergistic relationship between all factors that account for how , what and why humans learn.

5. Justify established educational theories concerning equity and inclusion in pedagogy by examining UDL in practice, demonstrating practical skill, operationalising theory and knowledge.

6. Modify own curriculum and validate UDL as a teaching and learning framework that builds flexibility into the curriculum.

7. Enhance global thinking skills through discussion and debate of international inclusive educational perspectives.

Building upon base knowledge from Understanding the UDL Framework module, learners will identify curriculum integration of inclusive educational needs, as well as developing inclusive cultures by means of implementing the evidence- based framework Universal Design for Learning (UDL). This module will examine the principles of UDL in regard to inclusive design and implementation into the curriculum, supporting learners from the start, including those with different abilities, needs, or backgrounds. Learners will r esearch, learn to plan, and implement the principles of UDL in a module by providing evidenced options for engagement, representation and action/expression' or for simplicity 'the why, what and how of learning' through careful consideration of flexible materials, classroom practices and assessment.

1. Investigate self-educational understanding and ability to identify approaches to ones own pedagogy and practice in relation to inclusive practices.

2. Analyse and interpret student feedback to assist the creation of a module UDL development plan.

3. Consider a viable accessible/ digital platform delivery and evidence an array of materials used for implementation.

4. Design a module plan by creating a blueprint of adaptations allowing for inclusive pedagogical improvements that build more flexibility, accessibility and choice into learning materials, delivery and assessment.

5. Implement a UDL module redesign to support student learning.

6. Construct an Inclusive Educators philosophy that exemplifies the value of human diversity in respect of varied talents and perspectives.

The objective of the research thesis is to provide an independent and critical appraisal of an issue. The research project will allow the learner to consider how to embed UDL within learning and the impact of this.

Learners will select, modify and apply research skills, to critically analyse, research independently and formulate responses to unpredictable, complex problems in educational and learning environments, in order to develop new knowledge, ideas, processes, and procedures.

They will decide on a work plan, examine and define the issue(s), undertake a critical review of existing literature, decide the methodology and method appropriate to undertake the project, evaluate evidence-based conclusions and prepare and present their findings. The work will cumulate with the submission of a research thesis, where the learner will be required to present their project and partake in a viva voce examination.

The research model advocated within the thesis learning experience uses the principles of practitioner enquiry, however, acknowledging that this may not always be possible for all students an alternative research approach can be decided within the student-supervisor relationship. Consequently, the type and style of the research project will be decided in consultation and collaboration with the student and their research supervisor.

1. Consider and debate the challenges for practitioner enquiry in practice.

2. Discuss and critically debatethe effectiveness of any research approach identified.

3. Critically examine literature and draw inferences from this body of knowledge.

4. Select and applya range of standard and specialised research or equivalent tools and techniques of enquiry to the research project.

5. Interpret, critique andsynthesisedatathat isstate of the art in arelevant educational area.

6. Carry out the research project in an ethical manner.

7. Produce a research project in a format appropriate to level 9 award.