Schools ask questions about more accessible education. They experience problems regarding the feasibility of working with the current super-diversity and also experience a tangle of measures tailored to individual students.
Other schools indicate that they believe UDL can provide a solution, but do not know how to implement it. They need support with this and also want to know whether it really works: whether students actually learn better.
The research responds to both needs.
UDL as a concept is extensively discussed, together with a few schools we look at what they are already doing and what they can do more. With this data, a coaching trajectory is developed to guide teachers to concretely apply UDL.
In addition, the research provides an answer to the question of whether UDL as an approach really works: we investigate the impact on well-being and motivation, insight into the subject matter and learning results of students and whether it helps teachers to deal with superdiversity.
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