Educators from ten schools across Ireland received certificates in Universal Design for Learning (UDL) following the completion of a year-long professional development program, which concluded with a celebratory event in the Brennan Library. 

The course, taught by Lasell adjunct faculty member Allison Posey, was delivered in four phases. It began with an asynchronous introduction to UDL theory, followed by a module on applying UDL principles to lesson planning using digital tools and resources.

During the third phase of the course, the educators met weekly in a virtual setting to share experiences and refine strategies to put the theory into practice. The final portion of the course brought participants together at Lasell where they presented findings from their classroom-based projects and celebrated the completion of the program. 

“When we first saw each other in person, there was just this immediate connection. We've been thinking about this and doing really hard work and get to celebrate,” Posey said. "There was a range of emotions through the course of the year, and I think people are very proud of the work they did.” 

Universal Design for Learning is an educational framework that emphasizes inclusive teaching methods to support diverse learning styles and needs, promoting greater engagement for all students.  
Posey said that the framework resonates with educators across educational systems and in different cultural contexts.  

“One of the things that's really amazing about teaching internationally is, you realize learning is learning,” Posey said. “And so even though we're thinking about learning in the U.S., we’re wrestling with the same problems in Ireland and other places. This framework is impacting their work in really similar ways.” 

Among the educators earning the UDL certificate was Claire Evans, a principal for a nursery school in West Belfast. Evans said that the experience was “transformative” for her educational practice.  
“I have been teaching for nearly 30 years, and I have always considered myself to be an inclusive practitioner,” Evans said. “But this course has really changed my mindset and made me a far better teacher.”  

Since implementing UDL strategies in her school, Evans said she has seen increases in student engagement and stronger connections with students.  

“They just are so engaged, and they have come along so much in their development,” Evans said. “...Having that focus on data and measuring the impact of our teaching and learning and making those micro adjustments, I can see my staff have bought into this. They now have the confidence to come to me with their problems of practice.”