Employing the principles of universal design for learning to deconstruct the Greek-Cypriot new national curriculum

Abstract

The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate their teaching. The argument is advanced that the UDL principles could act as a starting point in developing a more inclusive curriculum; a curriculum that reflects the expressed political commitment to inclusive education and is based on research findings that inform the way curriculum components are addressed.

Keywords:

• universal design for learning
• inclusive education
• differentiation
• curriculum
• disability

Notes on contributors

Dr Katerina Mavrou is currently an Assistant Professor of Inclusive Education & Assistive Technology at the European University Cyprus, teaching modules of technology and inclusion. She is very much involved in the policy and practice of technology and disability in Cyprus, towards inclusive education. Her research work involves issues of assistive technology policy, universal design for learning, assistive technology implementation and support and teachers' training. She is also involved in research associations regarding technology, pedagogy and inclusion in local and international level.

Simoni Symeonidou is a lecturer in Inclusive Education at the Department of Education of the University of Cyprus. Her research interests include the history, policy and practice of inclusive education in Cyprus and in other countries, inclusive education curriculum and pedagogy, teacher education for inclusion, disability studies and disability studies in education. She is actively involved in networks and associations which promote inclusive education issues and she has published widely in international journals. Her publications include a book in Greek entitled Teacher education for inclusion: From research to praxis (co-authored with H. Phtiaka) and a volume in English entitled Purpose, process and future direction of disability research (co-edited with Karen Beauchamp-Pryor). Simoni is the scientific co-ordinator of the website Tessearae of Knowledge (www.ucy.ac.cy/psifides-gnosis); a website that hosts digital portfolios of disabled people and people with chronic illnesses that can be used by teachers as part of the curriculum.