APPLYING UNIVERSAL DESIGN FOR LEARNING IN ORGANIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN INCLUSIVE PRIMARY SCHOOLS
DOI:
https://doi.org/10.18173/2354-1075.2026-0026Keywords:
Universal Design for Learning, organizing teaching activities, inclusive primaryschool, students with disabilitiesAbstract
To enhance the quality of inclusive education for students with disabilities, teachers continuously innovate teaching methods. Universal Design Learning (UDL), a framework to improve and optimize teaching and learning, is encouraged to be applied in inclusive education. This article proposes a four-step process including lesson planning, UDL-based adjustment, implementation, and reflection. In this process, adjusting lesson plans according to UDL guidelines is important in promoting the effectiveness of inclusive education. At that time, teachers need to consider the overall needs of students in the class, including students with disabilities, then use the UDL guideline framework to review and determine teaching objectives and teaching content, and at the same time select and adjust appropriate methods, means, forms, and assessment methods to meet the diverse needs of students. Findings highlight that integrating UDL principles enhances accessibility, student engagement, and teacher flexibility in inclusive classrooms. These suggestions are considered as an open direction for implementing effective inclusive education in primary schools today.
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References
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