Abstract

Over the years, I have taught B.Ed students about universal design and the UDL framework. As part of this work, students would plan lessons using the UDL framework and teach them on their school placement. This article will discuss key issues from dialogue and interaction with the students around utilising the UDL framework in their planning and teaching, and more generally, understanding the underlying UDL philosophy. These insights may be of relevance to educators interested in developing and promoting UDL in their own practice.