id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
ajod-776	McKenzie, Judith A.; Dalton, Elizabeth M.	Universal design for learning in inclusive education policy in South Africa	2020		.htm	text/html	6368	205	32	In a study conducted on teacher education needs, McKenzie, Kelly and Shanda (2018) found that many educators understood the support process as meaning that children with LSNs should attend regular schools, those with MSNs are best placed in full-service schools and those with high support needs in special schools. Abstract Introduction Background to inclusive education policy in South Africa Inclusive education policy and universal design for learning Linkages between universal design for learning and education policy Understanding support needs through universal design for learning Conclusion Acknowledgements References About the Author(s) Judith A. McKenzie Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa Elizabeth M. Dalton Department of Communicative Disorders, Faculty of Health Sciences, Dalton Education Services International, University of Rhode Island, Rhode Island, United States of America Citation McKenzie, J.A. & Dalton, E.M., 2020, ‘Universal design for learning in inclusive education policy in South Africa’, African Journal of Disability 9(0), a776.	cache/ajod-776.htm	txt/ajod-776.txt