PART 2: Activities to Promote Inclusivity

In accordance with CAST’s (2018) definition of the approach, three general principles guide the implementation of UDL. Multiple Means of Engagement: it is necessary to provide multiple options for engagement; some students might be attracted to novelty, while others might prefer a predictable routine and structure.

In a UDL classroom, teachers break large assignments into components so that students can receive formative feedback to minimize or correct errors; provide frequent opportunities for assessment and feedback during a semester; offer choices of content and tools to provide diverse learners with the opportunity to engage in learning that is most meaningful and motivating to them.

Multiple Means of Representation Students may diverge in the ways they perceive and comprehend the information that is presented; some learners may have with sensory disabilities or preferences (e.g., blindness or deafness), others may present learning disabilities (e.g., dyslexia), language or cultural differences. It is essential to provide options for the representation of content.

In a UDL classroom, materials are accessible for all types of learners. Students have many options for reading, including print, digital. Videos have captions, and there are transcripts for audio.

Multiple Means of Action Expression Most likely, different students in the classroom will differ in the ways they can navigate a learning environment and experience and express what they know. Providing diverse options for action and expression is essential and will activate neurological strategic networks with positive impact on learning.

In a traditional classroom, there may be only one way for a student to complete an assignment. With UDL, there are multiple options. Some students may be able to create a podcast or a video to show what they know. They may even be allowed to draw a comic strip.

The UDL principles are supposed to be used in this flexible and dynamic way, supporting each learner with the appropriate strategies for him/her to find his/her way and co-create his/her learning (Kennette, & Wilson, 2019).

In line with suggestions from the literature, during a workshop on cooperative learning, InCrea+ project partners underlined the following views as central for the project:

Inclusion as a process where equal access and opportunities are given to everybody within a certain group without obstacles or prejudices, considering individual needs, abilities, skills and particularities

Inclusive Education as a process where education is accessible to all and provides equal opportunities, celebrating and utilising differences to achieve optimal learning outcomes for all.

arts in inclusive education provide a universal language of expression of personal, social skills and feelings, allowing for the participation of and engagement with everyone without fear of mistakes and judgement

Arts to improve abilities, achieve empowerment, and utilise your uniqueness.

Following literature and the above-mentioned elements, INCREA+ training and curriculum will adopt the ones that are expected to significantly support actions contrasting the most impacting challenges to inclusion considered in the survey, namely: cultural, socio-economic, social, intraindividual (physical, cognitive, emotional and behavioural), giftedness and talent.