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Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training

Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training

Marcia Mirl Lyner-Cleophas, Claudia Priscilla Saunderson, Lizelle Josephine Apollis
Copyright: © 2023 |Pages: 18
ISBN13: 9781668473702|ISBN10: 1668473704|ISBN13 Softcover: 9781668473740|EISBN13: 9781668473719
DOI: 10.4018/978-1-6684-7370-2.ch005
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MLA

Lyner-Cleophas, Marcia Mirl, et al. "Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training." Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles, edited by Kiyoji Koreeda, et al., IGI Global, 2023, pp. 80-97. https://doi.org/10.4018/978-1-6684-7370-2.ch005

APA

Lyner-Cleophas, M. M., Saunderson, C. P., & Apollis, L. J. (2023). Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training. In K. Koreeda, M. Tsuge, S. Ikuta, E. Dalton, & L. Ewe (Eds.), Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles (pp. 80-97). IGI Global. https://doi.org/10.4018/978-1-6684-7370-2.ch005

Chicago

Lyner-Cleophas, Marcia Mirl, Claudia Priscilla Saunderson, and Lizelle Josephine Apollis. "Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training." In Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles, edited by Kiyoji Koreeda, et al., 80-97. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7370-2.ch005

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Abstract

South Africa is a society historically marred by exclusion and discrimination based on inter alia race, gender, economic status, disability, and language. The restoration of dignity, diversity, equity, and inclusion is a high priority. At Stellenbosch University (SU), policies such as the Language Policy (2021), Disability Access Policy (2018) and Assessment Policy (2022) have fostered redress inclusive of students with disabilities. This chapter reviews how shifts were implemented using the above-mentioned policies by highlighting how flexibility was introduced in the education of Deaf students in the Faculty of Education at SU having UDL in mind. The chapter traces teaching, learning, and assessment support in Deaf student teacher training at SU. The conclusion is that policies assist in facilitating changing environments while promoting inclusivity in flexible curricula and support practices.

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