Exploring Universal Design for Learning as a Tool for Fostering Equity and Inclusion in Teacher Education: The Case of Ghana
Keywords:
Universal Design for Learning, Equity, Inclusion, Teacher Education, Teacher EducatorsAbstract
This study explored how Universal Design for Learning (UDL) can be leveraged to promote equity and inclusion in teacher education in Ghana. Using a qualitative exploratory design, data were collected through semi-structured interviews with college of education lecturers, focus group discussions with student teachers, classroom observations, and document analysis of curriculum and policy frameworks. Thematic analysis revealed that while inclusive practices were occasionally employed, UDL as a structured pedagogical framework was poorly understood and inconsistently applied. Major barriers included rigid curricula, large class sizes, limited resources, and entrenched cultural attitudes toward teaching and learning. Nevertheless, enabling conditions such as Ghana’s Inclusive Education Policy (2015), the National Teacher Education Curriculum Framework (2018), growing enthusiasm among trainees, and increasing access to information and communication technologies present significant opportunities for UDL integration. The findings suggest that although UDL is not yet systematically embedded in teacher education, it holds strong potential to enhance inclusive teacher preparation in Ghana if explicitly integrated into curricula, aligned with practicum assessment, and supported through targeted capacity building and resource provision.
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