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What is Dual Track Policy

Chapter 18
Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation
The policy used within higher education institutions in Flanders, where on the one hand, instructors work on an inclusive education system through universal design and on the other hand they provide reasonable adjustments to neutralize thresholds for students with a disability or students from other disadvantaged groups. Those adjustments are reserved for students groups that meet certain predefined criteria (e.g. students with disabilities, students with migration background).
Published in Chapter:
Universal Design for Learning: A Best Practice Flemish Case Study
Valérie Van Hees (Support Centre Inclusive Higher Education, Belgium) and Anke Schoonhoven (Support Centre Inclusive Higher Education, Belgium)
Copyright: © 2021 |Pages: 19
DOI: 10.4018/978-1-7998-7106-4.ch018
Abstract
Diverse learners are increasingly present in Flemish higher education (Belgium) and represent a significant percentage of the student body. Universal design for learning (UDL) offers a convenient framework to design inclusive classes and services that embrace the needs of diverse learners. This chapter presents the inspirational case study of Odisee University of Applied Sciences, a Flemish higher education institution that increasingly implements universal design principles in its educational policy and practices. The value of implemented measures in the domain of curriculum development, teaching and learning, and assessment will be discussed and analyzed through the UDL lens, as well as focus points and directions to take.
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