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Applying universal design for learning to work-integrated learning: Designing for inclusion and equity.
- Source :
- International Journal of Work-Integrated Learning; 2024, Vol. 25 Issue 1, p67-81, 15p
- Publication Year :
- 2024
-
Abstract
- Work-integrated learning (WIL) is crucial for the development of employability skills and has an influence on employment outcomes. Given the significance of WIL pedagogies for graduate preparedness and transitions into work, concerns have been raised on the barriers to access and participation in WIL for some cohorts of learners. Equity and inclusion in WIL, that is, considerations for diverse learners once enrolled into a subject or course with varying WIL components, is not a new concept with some guidelines purported over a decade ago. Designing WIL to accommodate for equity and inclusion, however, has presented challenges with few studies offering navigation for curriculum design. This paper draws on empirically sound curriculum design principles for inclusion for learner variability through Universal Design for Learning (UDL), to offer the UDL for WIL design framework. The paper presents conceptual and practical contributions for educators of WIL experiences to reduce barriers and integrate student voice to support all graduates’ career transitions. [ABSTRACT FROM AUTHOR]
- Subjects :
- DIVERSITY & inclusion policies
UNIVERSAL design
UNIVERSITIES & colleges
INTERNSHIP programs
REFLECTION (Philosophy)
SELF-control
EXPERIENCE
STUDENTS
CURRICULUM planning
TRANSITIONAL programs (Education)
CONCEPTUAL structures
COMMUNICATION
LEARNING strategies
MASTERS programs (Higher education)
STUDENT attitudes
Subjects
Details
- Language :
- English
- ISSN :
- 25381032
- Volume :
- 25
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- International Journal of Work-Integrated Learning
- Publication Type :
- Academic Journal
- Accession number :
- 177584320