Insufficient and Fragmented Professional Development

Research consistently identifies inadequate professional development as the primary barrier to UDL implementation. In Ireland, professional learning for UDL at early childhood, primary, and post-primary levels is largely ad hoc, with no systematic, nationally coordinated programme in place. Department of Education-funded professional development programmes have historically focused on SEN courses for individual special education teachers, rather than on whole-school approaches to inclusion and UDL available to all teachers. This fragmentation means that UDL knowledge is concentrated in a small number of enthusiastic individuals rather than embedded in school culture.