Changes

The Needs Assessment Study highlighted the challenges faced by teachers, as well as the support requested in order to make quality education more equitable. It was noted that there is a need for teachers and teacher educators to become familiar with the Universal Design for Learning (UDL) principles as well as related concepts, and practices so that they can move from ‘only some children can and will learn’ to ‘all children can and must learn’ mode of thinking.

The Needs Assessment Study highlighted the challenges faced by teachers, as well as the support requested in order to make quality education more equitable. It was noted that there is a need for teachers and teacher educators to become familiar with the Universal Design for Learning (UDL) principles as well as related concepts, and practices so that they can move from ‘only some children can and will learn’ to ‘all children can and must learn’ mode of thinking.

[[File:Teacher’s beliefs about teaching and learning based on UDL principles.png|border|left|thumb|'''''Graphic 2: Teacher’s beliefs about teaching and learning based on UDL principles (Source: Needs Assessment Study TIEE, IT for Change)''''']]

[[File:Teacher’s beliefs about teaching and learning based on UDL principles.png|border|thumb|'''''Graphic 2: Teacher’s beliefs about teaching and learning based on UDL principles (Source: Needs Assessment Study TIEE, IT for Change)'''''|alt=|center|400x400px]]

 

 

Teachers also require adequate horizontal networking spaces for regular and guided peer interaction. There is a need for teachers’ CPD that supports autonomous explorations and sharing, rather than only through top-down administrative directives. Additionally, there is a need for schools to automate/digitize the basic administrative tasks for better operational efficiency and to free up the bandwidth of teachers to focus more on teaching-related activities. Academic support persons (CRPs / BRPs / DIET faculty) also need to be made familiar with concepts and practices relating to equitable education including UDL principles, and digital technologies to access resources so that they can provide support to teachers in using and integrating technology in their classrooms for equitable education.

Teachers also require adequate horizontal networking spaces for regular and guided peer interaction. There is a need for teachers’ CPD that supports autonomous explorations and sharing, rather than only through top-down administrative directives. Additionally, there is a need for schools to automate/digitize the basic administrative tasks for better operational efficiency and to free up the bandwidth of teachers to focus more on teaching-related activities. Academic support persons (CRPs / BRPs / DIET faculty) also need to be made familiar with concepts and practices relating to equitable education including UDL principles, and digital technologies to access resources so that they can provide support to teachers in using and integrating technology in their classrooms for equitable education.