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Inclusive Learning Using Universal Design Training Course
This course is designed for trainers and HR teams who are responsible for training in organisations and those committed to creating inclusive and accessible learning environments. It will also benefit those in education and anyone involved in curriculum development who seeks to improve experiences for all learners, including those with disabilities, diverse cultural backgrounds, and varying learning styles.
This course is an in-depth exploration of the principles and practices that ensure equitable access to training and learning. It provides participants with a comprehensive understanding of Universal Design and how it can be applied to foster an inclusive learning environment. Through theory, case studies and practical exercises, participants will gain the tools and knowledge needed to design training that meets the diverse needs of all learners, enhancing engagement, comprehension, and success.
- CPD points: 6
- Training Course Category: Management & Leadership
- Training Course Duration: 1 day
- Training Course Location: Virtual, online or classroom based
- Understand the principles of Universal Design and how they apply to business training.
- Identify and evaluate barriers to learning and develop strategies to overcome them.
- Design inclusive training that accommodates diverse learner profiles and promotes equity.
- Implement technology and resources that support inclusive learning practices.
- Assess the effectiveness of inclusive learning strategies and make data-driven improvements.
- Introduction to Universal Design
- Analysis of diverse learning needs and styles.
- Strategies for creating accessible learning materials.
- Techniques for engaging diverse learners.
- Case studies of successful inclusive learning environments.
- Tools and technologies that facilitate inclusion.
- Methods for evaluating and improving accessibility.
- Techniques for fostering a supportive classroom environment.
- Legal and ethical considerations in inclusive learning.
