The Project
From one school to a regional network
When we first began exploring Universal Design for Learning (UDL) in North Wicklow Educate Together Secondary School, we did not imagine the work would grow into a cross-sectoral project involving some twenty schools across the south-east of Ireland. What began as professional curiosity became a way of thinking about teaching, learning and inclusion that changed how we viewed our classrooms and our school.
Designing for variability, not the average learner
This is where UDL resonated. What attracted us most was that it was not another initiative to add to schools already under pressure, but a framework for planning learning more intentionally and inclusively from the start. Rather than waiting for barriers to arise and reacting to them, UDL challenged us to think proactively about access, engagement and participation for all learners.
One of the biggest shifts in our thinking was realising that UDL is not a framework for a small number of students with identified needs — it benefits every learner in the classroom. What is essential for some is beneficial for all.
The concept of developing “expert learners” purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed, also shaped our thinking, and aligned strongly with where Irish education is moving on wellbeing, curriculum reform, student voice and inclusion.
Importantly, UDL is not about lowering expectations. We found the opposite to be true: it asks schools to maintain ambitious learning goals while increasing flexibility in how students access, engage with and demonstrate their learning.
As we introduced UDL within our own school, we saw meaningful changes in classroom culture and teacher practice. Teachers became more reflective about lesson design, student choice increased, and staff became more aware of practices that had previously gone unnoticed.
We also realised that much of what teachers were already doing well aligned naturally with UDL; it validated effective practice rather than adding a new burden, giving educators a language to describe inclusive practice already happening in their classrooms.
As our work developed, opportunities to present at conferences hosted by the NCSE, JMB, Middletown and the European Schools Network enabled us to share our learning and connect with educators and stakeholders across a range of settings.
From one school to a regional network
As our understanding developed, we became passionate about creating opportunities for schools to collaborate around UDL. We had both experienced the power of shared professional learning, and from those conversations UDL ConnectED was born.
The project brought together schools from across the south-east, including primary, post-primary and special schools to create a collaborative, school-led professional learning network:
From the outset we deliberately avoided a “one-size-fits-all” approach: every school community is different, and UDL was there to strengthen each school’s own priorities, whether that was student voice, wellbeing, team teaching, assessment, literacy, SEN provision, behaviour or curriculum access.
Project Phases
Initial Training
Objective: Train 3 key staff members from each school to lead the UDL project.
Details: 2 days of training at a local education centre.
ICEPE UDL Course / Ahead or UCD Digital UDL Badge
Introduction Workshop – In School Presentation by internal staff – Training provided
Objective: Key staff deliver a 2-hour workshop on UDL to their schools at the start of the academic year / Project commencement.
Whole School Strengths Audit — Completed in advance of the workshop and used as a basis of the session.
Online Training Events
A range of optional one-hour CPD modules, suitable for self-directed professional learning or as part of structured staff and department meeting discussions.
Ongoing Training for Lead UDL Teachers
Objective: Provide 3 days of training over the academic year, focusing on:
- UDL principles
- Various educational themes
- Facilitation and leadership of school projects
Sharing Event
Objective: Schools share their experiences and plan for the next year.
Meet the coordinators
Billy Redmond
Billy Redmond was appointed as Principal of North Wicklow Educate Together Secondary School in 2020. He also works as a consultant with a range of educational partners, including AsIAm, Ireland’s national autism charity, where he has supported the Autism Friendly Schools Project for the past five years.
Previously, Billy served as National Co-ordinator for Teacher Induction (Post-Primary) with the National Induction Programme for Teachers (NIPT), and as a Regional Development Officer with the National Behaviour Support Service (NBSS). He holds a Bachelor of Education in Home Economics and Religion and taught for 12 years prior to moving into national support roles.
Billy has undertaken extensive postgraduate study in Guidance and Counselling, School Development Planning, Educational Management, and Mentoring, Induction and Continuing Professional Development (CPD).
Fiona Keilthy
Fiona Keilthy joined North Wicklow Educate Together Secondary School when it opened in 2016, initially serving as Head of Science and First Year Head. She was appointed Deputy Principal in June 2020.
Prior to this, Fiona spent twelve years teaching in London, where she held a range of leadership roles including Year Head and Head of Department, gaining extensive experience in student support and curriculum development. She also worked as an associate with the Junior Cycle for Teachers (JCT) Science team, supporting the rollout of the new Junior Cycle Science curriculum.
Fiona is a graduate of University College Dublin, holding a BSc, and completed a PGCE in Science Education as well as an MA in Educational Leadership at University College London.
Sample Gallery of work done by project schools
Key Insights at a Glance
Measures of Success
25% → 81%Impact on the School Community
Overall Evaluation of the first group of schools
The first cycle of UDL ConnectED has demonstrated the significant potential of Universal Design for Learning (UDL) to support inclusive, high-quality teaching and learning across Irish schools. Feedback from the 17 participating schools highlights a strong culture of professional engagement, collaboration, and commitment to creating learning environments where all students can thrive.
A key finding from the evaluation is that teachers viewed UDL not as an additional initiative, but as a practical framework that builds on existing strengths. Many recognised that they were already using elements of UDL in their daily practice and found that the programme helped them make these approaches more intentional, visible, and effective. This strengths-based perspective increased confidence and motivation, while reinforcing the belief that inclusive practice benefits every learner.
The project also fostered a powerful sense of professional community. Teachers valued opportunities to collaborate with colleagues from primary, post-primary, and special school settings, sharing experiences, ideas, and solutions. This cross-sector learning strengthened professional networks, encouraged reflection, and reinforced a shared commitment to inclusion across the education system.
Participants consistently highlighted the quality of the professional learning experience. Interactive workshops, practical examples, and accessible resources modelled UDL principles in action and helped teachers translate theory into meaningful classroom practice. Schools reported increased confidence in leading UDL developments locally, supported by collaborative planning structures and practical implementation tools.
Importantly, schools recognised strong connections between UDL and existing priorities such as wellbeing, student voice, DEIS planning, curriculum reform, School Self-Evaluation, and inclusive education frameworks. Rather than creating additional demands, UDL was seen as a unifying approach that helps schools bring these priorities together in a coherent and sustainable way.
Overall, the evaluation shows that UDL ConnectED has successfully nurtured leadership, strengthened inclusive practice, and built capacity across participating schools. The findings point to a growing movement of educators who are ready, willing, and increasingly confident in embedding UDL as a whole-school approach that supports access, participation, and success for every learner.
Presentations from project schools
Explore classroom practice from St Aidan’s and St. Mary’s CBS, Enniscorthy.
View school presentations