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Universal Design for Learning (UDL) has gained momentum in K-12 education over the last decade. It enables educators to go beyond deficit model approaches to inclusion, and offers sustainable practices for the inclusion of diverse learners through intentional design for instruction and assessment. Promotion of UDL has taken many forms, from provincial projects to school communities of practice. A challenge remains, however, when comes time to widen implementation efforts. There remain specific challenges with regards to the scaling up of implementation strategies across schools and school boards. The process of management of change towards wider UDL buy-in is complex and leads to a necessary questioning of current professional development practices for in-service teachers, and of pre-service teaching in its present format. This chapter will explore these contemporary issues, as well as the wider reflection around leadership that must accompany this process.

Integrating Universal Design for Learning in Schools: Implications for Teacher Training, Leadership and Professional Development