Evaluating the Implementation of Universal Design for Learning (UDL) in an Infant Mathematics Lesson:

Universal Design for Learning (UDL) is an educational framework that frontloads lessons, making them accessible and removing barriers to learning. The National Council for Special Education (NCSE) recommended a full inclusion model, in line with the UN Convention on the Rights of Persons with Disabilities, and suggested UDL. Despite this, there is limited literature on the use of UDL within the Irish primary context. This qualitative case study evaluates the implementation of UDL in a senior infant classroom. The research addressed two questions: (1) Can UDL increase all pupils' engagement in the subject of mathematics? and (2) How does implementing UDL affect teacher planning? Using observations to measure engagement and a reflective journal to assess teacher planning over a six-week period, the study focused primarily on Checkpoint 7.1: optimising individual choice and autonomy. Findings from observations revealed that almost all students engaged. The majority of students demonstrated increased productivity, challenged their learning, and became reflective. Findings from the reflective journal indicated that considerable time was required for planning and preparation. The findings suggest that UDL aligns well with the Irish curriculum. However, appropriate continuing professional development (CPD), support, and resources are essential to equip teachers for successful implementation.