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2.27 Universal Design for Learning and English Language Teaching
Abstract: The World Health Organization estimates that as much as 15% of the world’s population is living with some form of disability. In Japan, close to 4% of students in compulsory education have been diagnosed with a disability, but this figure drops to slightly over 1% in postsecondary contexts owing in part to a policy of selective inclusion (students with disabilities may not report their diagnosis to their institution). Postsecondary educators, therefore, should assume the presence of less visible disabilities in their classrooms. In particular, English language teachers should be aware that language learning can present unique, domain-specific barriers to learners with specific learning difficulties such as ADHD and dyslexia. One way to remove or reduce such barriers is by applying Universal Design for Learning (UDL), an inclusive pedagogical framework that is based on a scientific understanding of how people learn and promoted by the United Nations Convention on the Rights of Persons with Disabilities. This workshop will provide an overview of UDL, challenges, and opportunities for adapting UDL to language learning environments, and a concrete list of simple dos and don’ts of getting started with UDL in the English language classroom.


Feb 27, 2023 03:00 PM in Osaka, Sapporo, Tokyo

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