Postgraduate Certificate in Universal Design for Learning (Online) at ATU

The aim of this ATU programme is to support educational personnel to develop a variety of teaching methods to lower any barriers to learning, by introducing more flexible methods of teaching, assessment, and service provision to cater for the diversity of learners in their classrooms. The programme carefully examines the neuro-educational research that UDL evidence in addressing how people learn. It will explore its implementation in a variety of contexts and critically examine it in practice success as support to inclusion and access.

Read more about our Postgraduate Certificate in Universal Design for Learning

Semester 1

Understanding the UDL Framework; 15 credits.

(Theory: Examining the research evidence and formation of UDL in relation to the neuro-educational sciences. Close review of the social evolution and history of disability and access to education globally and nationally.) National experts will be part of this delivery as guest lectures, bringing in their field experience to enrich the theoretical learning. Semester 1 runs October through December.

Continuous Assessment One: Creative Project (70%) (LO 1, 3, 4, 5, 6)

Task I: Learners will have choice in creating an artefact e.g., programme leaflet, poster presentation, artwork etc. It will represent student’s voices about inclusion. Learners will demonstrate an understanding of the importance of the voice of the student. They will construct their ideal inclusive module and what it has to offer in terms of pedagogy, accessibility and compliance with various national and international policy and law. Consideration of the inclusive learner experience will be on display. Staged feedback and feed forward will be part of this assessment. (40%)

Task II: Presentation – Learners will present their creative piece using a presentation format of choice. Presentations will be demonstrative of pedagogical inclusive theory and factors impacting the professional educator with modern day challenges, which were considered during the construct. (30%)

Continuous Assessment Two: Digital Reflective Journal (30%) LO 1-7 – In support of identifying their inclusive professional identity, learners will be prompted weekly with various teaching and learning scenarios. Learners will draw on the relevant theorist, reflect and respond on the most effective approach to scenarios which connects with their inclusive practice. A series of online understanding of content surveys will be facilitated through the VLE Moodle.

Semester 2

Implementation of UDL to Support Student Learning; 15 credits. (Practice: Research, learn to plan, and implement the principles of UDL in a module by providing evidenced options for perception, expression, and comprehension through careful consideration of flexible materials, classroom practices and assessment.) This practical component will support academics in implanting theory to practice in a co-taught approach, where the lecturing team will be comprised of teaching and learning expertise coupled with technological expertise. Semester 2 runs January -May.

Continuous Assessment One: ePortfolio (70%) LO 1-6 This ePortfolio assessment will comprise of seven sections (allowing for choice of presentation formats within these sections) including (i.) teaching philosophy, providing a description of the educator’s view as to the underlying principles upon which their approaches to inclusive practice are based; giving appropriate reference to conceptual frameworks or theoretical perspectives if appropriate. (ii.) student reflections, showcase student reflections evidenced. (iii.) module UDL plan, rationale and description for change, adaptations and accessibility plan and sufficient context describing the rationale for change undertaken and description of change undertaken., (vi.) implementation of change, evidence of change undertaken in relation to UDL implementation. This section of portfolio will have a thorough explanation and evidence of suggested changes made within the module in relation to UDL. (vi.) evaluation & effectiveness of change – include student feedback which include results from, and responses to, student surveys. (vii.) Reflection: Inclusive educator’s philosophy. Stages of feedback/ feed forward will be part of this assessment.

Continuous Assessment Two: Digital Reflective Journal (30%) LO 1-6 – In support of identifying their inclusive professional identity, learners will be prompted weekly with various teaching and learning scenarios. Students will draw on the relevant theorist, reflect and respond on the most effective approach to scenarios which connects with their inclusive practice. A series of online understanding of content surveys will be facilitated through the VLE Moodle.

Atlantic Technological University provides postgraduate programmes and MBA degrees for those looking to further their education.

Pursuing a postgraduate opportunity in Atlantic Technological University will enable you to deepen your knowledge and develop your skills, compliment your undergraduate degree or enhance career direction. All ATU taught programmes have an applied focus and are directed at the needs of the employment market in Ireland and beyond. Research programmes are also available with ATU having particular research strengths in the areas of marine and freshwater science, biomedical engineering, and energy for the built environment.

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