Kavita Rao, Rachel Currie-Rubin and Chiara Logli—CAST Professional Learning
The International Baccalaureate (IB) is committed to ensuring that inclusive education is practised in IB World Schools. Universal design for learning (UDL) focuses on creating accessible learning environments for all learners, including students with disabilities, students from culturally and linguistically diverse backgrounds and students who are gifted and talented. This exploratory study examined how IB educators implement inclusive practices and UDL in their classroom and school settings. Data was collected using an online survey and participant interviews to gather information on how inclusive practices are being implemented by teachers and administrators across all three IB regions (Africa, Europe, Middle East; Asia-Pacific; the Americas). The results indicate that IB educators are implementing inclusive practices at high levels, although their degree of knowledge about the UDL framework itself varies. IB teachers and administrators are familiar with various strategies to differentiate instruction, integrate flexible options during instruction, and implement instructional strategies to engage and motivate all learners. The strategies these educators use are consistent with IB approaches to teaching and learning and align with UDL guidelines.
