![]() We also report on the factors that influenced the uptake and implementation of UDL and ATs. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 20 respectively are provided. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. ![]() ![]() This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. ![]()
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