"It's a wide net and it has holes". A mixed methods case study in universal design for learning framework: strengths and challenges to implementation in a Republic of Ireland post primary

This study explores how a mainstream Irish post-primary school implemented Universal Design for Learning (UDL) on a whole-school basis to support an increasingly diverse student population. In response to rising numbers of students with special educational needs (SEN) and additional educational needs (AEN) in mainstream settings in Ireland and the UK, this research examines how UDL can promote inclusive, learner-centred support. Using a mixed methods case study design, data were collected through the UDL Observation Measurement Tool (UDL-OMT; Basham et al., 2020) (n = 18), student learning surveys (Zhang et al., 2022) (n = 60), and focus groups with teachers (n = 12), parents (n = 4), and students (n = 14). Reflexive thematic analysis was used to explore participants’ experiences of UDL implementation. Findings indicated that whole-school UDL strengthened classroom-level support, stakeholder collaboration, learner engagement, emotional well-being, and student self-efficacy. Professional development and communities of practice were identified as valuable enablers. Challenges to implementation included fixed mindsets, discomfort with student autonomy, limited knowledge of inclusive pedagogies, and differing perceptions of UDL principles. The findings suggest that UDL is a promising framework for achieving inclusive education, best operationalised with sustained professional development and systemic support for inclusive practice.