Responding to individual differences in inclusive classrooms in Australia

van Kraayenoord, Christina E., Waterworth, David and Brady, Trish (2014) Responding to individual differences in inclusive classrooms in Australia. Journal of International Special Needs Education, 17 2: 48-59. doi:10.9782/2159-4341-17.2.48

Author van Kraayenoord, Christina E.
Waterworth, David
Brady, Trish
Title Responding to individual differences in inclusive classrooms in Australia
Journal name Journal of International Special Needs Education
ISSN 2159-4341
Publication date 2014
Year available 2014
Sub-type Article (original research)
DOI 10.9782/2159-4341-17.2.48
Volume 17
Issue 2
Start page 48
End page 59
Total pages 12
Place of publication Arlington, VA United States
Publisher Council for Exceptional Children
Language eng
Formatted abstract
Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs.

The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 2011 and 2012 respectively are provided. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. We also report on the factors that influenced the uptake and implementation of UDL and ATs. Finally we provide recommendations for educational authorities and school administrators related to professional learning and in-school projects that aim to improve the knowledge and skills of teachers and the learning of all students by employing the principles of UDL and ATs.
Keyword Individual Differences
Inclusive education
Universal Design for Learning (UDL)
Assistive Technologies
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Fri, 26 Jun 2015, 15:34:18 EST by Claire Backhouse on behalf of School of Education