The aim of this module is to incorporate key components in relation to the evolution of inclusive educational practice, specifically Universal Design for Learning (UDL) which is presented as a teaching and learning framework for consideration. To frame this learning, the module curriculum casts a view on global and national conceptualisation comprising of attitudinal beliefs and the ways in which underrepresented groups or facets of diversity and education have evolved initially side by side and in the recent past as an integrated approach to learning through mediums of inclusive practices and policy. This evolution transcends through pedagogical theory, examining the neuro-educational science within UDL allowing for students to adapt critical and global thinking skills through discussion and debate of international inclusive educational perspectives. Through a UDL teaching and learning lens, educators will learn the value of human diversity and respect of varied talents and perspectives in regard to the education of a body of students.

1. Interpret theory that underpins diversity and variability in the context of educational history and socio-cultural evolution.

2. Identify how a rights perspective set out in the legal and policy framework, both international and domestic, aims to promote and ensureequitable opportunity and inclusion for people with disabilities.

3. Appraise and justify the impacts the modern technological driven classroom via a choice of accessible platforms and digital tools that engage with the principles of Universal Design for Learning and correlate its pedagogical relevance in relation to accessibility.

4. Correlate theoretical stances underlying neuro-educational research and portrayals of pedagogy in the context of the inclusive educational setting taking account of the synergistic relationship between all factors that account for how , what and why humans learn.

5. Justify established educational theories concerning equity and inclusion in pedagogy by examining UDL in practice, demonstrating practical skill, operationalising theory and knowledge.

6. Modify own curriculum and validate UDL as a teaching and learning framework that builds flexibility into the curriculum.

7. Enhance global thinking skills through discussion and debate of international inclusive educational perspectives.

Building upon base knowledge from Understanding the UDL Framework module, learners will identify curriculum integration of inclusive educational needs, as well as developing inclusive cultures by means of implementing the evidence- based framework Universal Design for Learning (UDL). This module will examine the principles of UDL in regard to inclusive design and implementation into the curriculum, supporting learners from the start, including those with different abilities, needs, or backgrounds. Learners will r esearch, learn to plan, and implement the principles of UDL in a module by providing evidenced options for engagement, representation and action/expression' or for simplicity 'the why, what and how of learning' through careful consideration of flexible materials, classroom practices and assessment.

1. Investigate self-educational understanding and ability to identify approaches to one’s own pedagogy and practice in relation to inclusive practices.

2. Analyse and interpret student feedback to assist the creation of a module UDL development plan.

3. Consider a viable accessible/ digital platform delivery and evidence an array of materials used for implementation.

4. Design a module plan by creating a blueprint of adaptations allowing for inclusive pedagogical improvements that build more flexibility, accessibility and choice into learning materials, delivery and assessment.

5. Implement a UDL module redesign to support student learning.

6. Construct an Inclusive Educator’s philosophy that exemplifies the value of human diversity in respect of varied talents and perspectives.

This module will provide the learner with the necessary research skills to undertake a level 9 research project. Learners will critically review literature, engage with their ontological and epistemological position; the paradigms and methodologies of the research study; methods of data collection and data analysis. The learner will gain the knowledge, skills and competencies to determine the appropriateness of individual methods in given research contexts. Issues of research ethics, validity and reliability of chosen paradigms and methods will also be discussed and debated. Learners will develop research project management skills that are applicable not only to conduct a significant research project but also to their future leadership activities.

A number of research methodologies and methods of data collection will be explored as part of this module allowing students to enhance their research and professional leadership capacity and capability simultaneously whilst also drawing on strands of leadership from taught modules.

1. Critically evaluate existing knowledge and its application to the student’s chosen research area.

2. Develop a critical awareness of current problems and/or new insights, generally informed by the forefront of research in their chosen area.

3. Analyse paradigms of research enquiry and explicate where chosen paradigms fit within their research area of interest.

4. Expertly discuss and propose a range of data collection and analysis tools and techniques relevant to their study.

5. Judge the importance of ethics to any research study and incorporate this within their research proposal.

6. Demonstrate a critical understanding of appropriate project management skills to ensure successful completion of level 9 research project.