Curriculum Design in Post-Secondary Education for Students with Intellectual Disabilities: A UDL Approach

In this paper, we delve into the multifaceted process of designing inclusive curricula in post-secondary education for students with intellectual disabilities, using a Universal Design for Learning (UDL) approach. We begin by conceptualising an inclusive curriculum, discussing the theoretical foundations and key principles that underpin this approach. Following this, we explore the diversity of curricula in post-secondary education, with a specific focus on Ireland’s perspective, highlighting the unique challenges and opportunities faced by Irish institutions. We then examine the UDL-based inclusive curriculum within an inclusive programme for students with intellectual disabilities in an Irish higher education institution, providing a detailed analysis of how UDL principles are implemented to cater to diverse learning needs. The paper then addresses curriculum design from methodological perspectives, discussing various strategies and frameworks that can be employed to create effective and inclusive educational environments. Finally, we review examples of inclusive curriculum implementations, illustrating the practical applications and outcomes of UDL-based curriculum design in enhancing educational accessibility and quality for all students. This paper offers a contribution to the current debate around curriculum for students with intellectual disabilities through the examples of UDL-based implementations that show inclusive teaching and learning practices in the post-secondary education context.