North Wicklow Educate Together Secondary School was awarded €5,000 to collaborate with seven schools* to support teachers in implementing Universal Design for Learning (UDL) principles to foster inclusive, flexible, and student-centred teaching.
It is a collaborative professional learning initiative involving schools across primary, post-primary, and special education sectors in the south-east of Ireland. Through structured training, Communities of Practice, and shared resources, teachers led school-based innovations tailored to their contexts. The project aimed to build leadership capacity, enhance professional collaboration, and promote inclusive education aligned with national priorities.
*List of collaborating schools:
- New Ross Educate Together National School
- Our Lady of Fatima Special School
- Bridgetown College
- Glenart College
- Bunscoil Rís
- St. Mary’s Secondary School, New Ross
- St. Mary’s Academy CBS
School's reflection
The UDL ConnectED project was a very positive and rewarding experience for the 14 schools involved, bringing teachers together on a shared journey of learning and reflection. One of the strongest aspects of the project was the opportunity to collaborate across primary, post-primary, and special schools. This cross-sectoral approach allowed teachers to learn from each other’s contexts, building a real sense of connection and shared purpose around inclusion.
Teachers spoke about how valuable it was to have time and space to reflect together and to share what was working in their own classrooms. Many came to see UDL not as something new to add on, but as a way of thinking that helped them to better recognise and respond to the natural variation that exists in every classroom. There was a strong focus on identifying and removing barriers for learners, which led to more inclusive and engaging experiences for students.
Another key outcome was the growth in teacher leadership. Lead teachers developed confidence in guiding their colleagues and are now actively leading UDL work within their own schools. They have moved beyond participation to real ownership of change, supporting others and sustaining momentum. Overall, the project strengthened collaboration, deepened professional learning, and reinforced the important role of teachers as leaders in inclusive education.