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Navigating the Gap Between Theory and Practice in UDL Implementation Within the K-12 Sector: Understanding an Ongoing Tension
Abstract
This chapter examines the gap which exists between theory and practice in the K-12 Canadian school system in relation to Universal Design for Learning (UDL) implementation. It blends the voices of two academics, one examining UDL adoption from a theoretical and conceptual point of view, and one presenting observations from the field. The chapter argues that the current academic discourse related to UDL integration in schools is misleadingly optimistic, when the reality of on terrain integration is radically grimmer. The chapter argues that this glossy perception of progress must be unpacked and re-examined as it otherwise is at risk of creating and perpetuating a false narrative regarding the efforts that remain to be applied in the area of inclusive design and UDL adoption. The chapter's recommendations include a more pragmatic and realistic assessment of the work that remains to be achieved in the field before UDL can be considered in the process of becoming a reality for teachers and students.
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