Exploring the Use of Universal Design for Learning to Support In-Service Teachers in the Design of Socially-Just Blended Teaching Practices

Abstract

This chapter examines the pivot to online and bended learning which occurred during the COVID health crisis and highlights how blended learning has emerged by far as the most popular and sustainable delivery option. The COVID pivot has also demonstrated, however, that blended learning too often ignores social inequities, and as a result allows them to become exacerbated. The chapter examines ways to support K-12 teachers as they seek to support social justice objectives within blended learning environments and suggests that universal design for learning can serve as a user-friendly and hands-on framework to address learner diversity in these innovative hybrid learning environments. The chapter further explores the repercussions this reflection has in relation to pre-service teacher training, in-service professional development, and leadership culture.