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Individualised needs can be met
Individualised learning

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The How:

- Changing the aim of the lesson. We should no longer shoot for the middle in terms of our learning outcomes.

The Why:
- To make it more accessible to students
- To make it more engaging for students
- To empower our students

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How does it support inclusive education.
Provides scaffolding, evidence of planning for students. Ideas for self regulation, motivation and goal-setting. Differentiation is evident. Providing options and choice.

The why? Why should we consider this principle/guideline(s)/checkpoint(s). What will it do for our students, us, our school?
More inclusive for the students and staff. Allows for consistency across the school.

The how? Some ideas of what teachers can do to put this principle/guideline(s)/checkpoint(s) into practice. Begin with practices already used that align with UDL. Perhaps they were only been used for ‘some’ or perhaps they need a little tweaking/upcycling to UDL them fully. What practices could be introduced.
Modelling homework policy, reforming policy. Consistent approach.

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•Choose One or  (virtually)Move Around

•What is in the guidelines?
In what ways do the UDL guidelines advance equity

•What is not explicit or may need to be considered in the guidelines?

•Record questions raised

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•Choose One or  (virtually)Move Around

•Discuss key message for you

•Discuss Why and How

•Record questions raised

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