Inclusive education: implementing universal design for learning.

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dc.contributor.authorJohnson, Ensa & Muzata Kenneth Kapalu
dc.date.accessioned2020-09-26T07:48:09Z
dc.date.available2020-09-26T07:48:09Z
dc.date.issued2019
dc.description.abstractOver the last two decades, access to basic education for all learners - with or without special educational needs – became an important aim for many countries in the world (Kiru, 2018). This chapter will first provide a background on special and inclusive education based on a Zambian perspective and will then address the move from special to inclusive education based on a human rights and social perspective. It is suggested that the implementation of Universal Design for Learning (UDL) be used in inclusive educational settings to accommodate all learners with and without disabilities irrespective of their differences. Practical suggestions of UDL for the classroom will be provided and thereafter, the implications for UDL in education will be discussed. Finally, a framework for the successful implementation of UDL in developing countries will be proposed.en
dc.identifier.citationJohnson, E. & Muzata, K.K. (2019). 'Inclusive Education; Implementing Universal Design for Learning'. In: M.K. Banja (Ed.). Selected Readings in Education Volume 2. (pp. 1-22). Lusaka: Marvel Publishersen
dc.identifier.isbn982-9988-67-002-1
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/6441
dc.language.isoenen
dc.publisherMarvel publishersen
dc.subjectInclusive education.en
dc.subjectSpecial education.en
dc.titleInclusive education: implementing universal design for learning.en
dc.typeBook chapteren
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