ABSTRACT
This chapter explores Lucy's thoughts about her Inclusive Education assignment, as they capture what aspire to and hope for every student who is learning to be a teacher. The chapter focuses on utilising assessment practices that move beyond the constraints of traditional academic measures of tertiary students' achievements. It discusses the rationale for investigating imaginative means of teaching, learning and assessment in Inclusive Education and Disability Studies papers within the context of teacher education in a New Zealand university. The chapter also outlines Learning without Limits (LWL) and Universal Design for Learning (UDL) as the two most useful theoretical frameworks found in practice. Learning without Limits (LWL) was initiated in 1999 by researchers Susan Hart, Annabelle Dixon, Mary Jane Drummond and Donald McIntyre from the University of Cambridge. UDL is increasingly recognised internationally as a powerful research-based framework that supports the right of all students to learn.
