Student teachers need both the skills and the right attitudes to be well- prepared for implementing inclusion. The Universal Design for Learning (UDL) combines these two aspects. The UDL identifies three central principles, which are further differentiated in prompts and which have different requirements for taking the pupils’ diversity into account.

Therefore, students at TU Dortmund University are familiarised with UDL in the preparatory seminar for the long school internship in the Master's programme. Following the introductory sessions, they are asked to analyse two short teaching sequences using UDL. The video serves as a practice example in which the students can work out some positive aspects as well as gaps with missing implementation of the UDL.

The analysis is carried out collaboratively in groups with the newly developed and accessible platform created in the degree projects. The students have a practice phase on the platform beforehand in order to learn the technical handling.

Nevertheless, the working method is still rather unfamiliar for many and holds many challenges, both in terms of the content of the UDL and in the work process.
The planned presentation introduces the task and the platform and presents the results of a student feedback survey. Among other things, it shows that the students perceive a positive effect on their knowledge of the UDL.

Keywords: Universal Design for Learning, Teacher Education, Video Analysis.