Universal Design for Learning and the Sustainable Development Goals: Reimagining Inclusive Education – An Alice in Wonderland Journey

"Inclusion" remains an elusive concept, especially as the United Nations Sustainable Development Goals (UN SDGs) (2015) call on all engaged in education to consider their role in relation to the future and sustainability. However, is the story of “inclusion in education” in the literature authentic and connected with the contemporary world of learning, all those employed in it? How much attention is the research paying to the growing depth and breadth of the conversation that is “inclusion” in relation to “disability” and how it relates to the topic of “inclusive education” as we know it? Using a combined learning from two systematic literature reviews, this paper will argue that disability, and inclusion must be reconsidered, particularly as if we are to realise the goals espoused in SDG04: Quality Education. This paper explores the importance of refocusing on the philosophy of inclusion, its connection to the disability movement and how Universal Design for Learning (UDL) is reframing approaches for inclusive practice. The emergence of UDL brings a new perspective and continues to influence discourse concerning “inclusion” in education. We offer insight into contemporary, dynamic, and proactive approaches that are currently absent from the literature and further argue for a greater connection between emerging philosophies and practices based on concepts of disability, diversity, accessibility, and belonging if sustainable change is to be achieved. Inclusion in education is increasingly drawing from more and more complex themes, for many an “Alice in Wonderland” view. Points of Interest.The UN SDGs, particularly Goal 4 which focuses on quality education for a diversity of learners, calls on all professionals employed in education to consider their approaches in relation to inclusion. UDL is a framework that allows professionals to redesign their practice for inclusion and is a flexible and dynamic approach that aligns with the values of the SDGs. The literature however, as evidenced by the results of two literature reviews, shares a disconnect between inclusive education and UDL. UDL is gathering global momentum for a variety of professionals (teachers, school leadership, career guidance, classroom assistants and external support professionals) engaged in education and offers opportunities to address the challenges that the SDGs seek to address.