Aligning Teacher Competencies and Professional Standards to the UDL Framework Across Two Initial Teacher Training Contexts on the Island of Ireland

Abstract

Teacher training programs take many forms and vary in duration if it is an undergraduate or postgraduate option. In addition, there is variation in terms of the cost involved and the placement opportunities within a school setting and type. There is also an increase in the debate around inclusion globally, which has long been included as a core part of the lexicon of educational establishments and policymakers. A more intentional UDL approach is discussed to a lesser degree, which does not divert away from a strategy of inclusion, but more intentionally provides a shared language across providers. In this chapter, the potential of UDL in initial teacher education is explored across the island of Ireland, which consists of both the Republic of Ireland and Northern Ireland, by mapping the UDL to both professional standards and teacher competency frameworks. It highlights how pre-service teacher training providers can embed UDL into their programs and practice and support student teachers in an ever-changing learning environment.