APPLYING UNIVERSAL DESIGN FOR LEARNING IN ASSESSMENT OF VIETNAMESE SUBJECT FOR GRADE 1 STUDENTS WITH LANGUAGE DIFFICULTIES

Abstract

This paper aims to introduce the initial application of the three principles of the Universal Design for Learning (UDL) in the assessment of Vietnamese competency for a grade 1 student with language difficulties in inclusive schools. Results showed that all guidelines introduced in the UDL were applied in assessment for the grade 1 student. The principle 1 guidelines were applied in terms of diversity in presentation means given by teachers. The principle 2 guidelines were applied in terms of diversity in performance by students and the principle 3 guidelines in promoting students’ engagement and self-determination. The results from the case study showcased the relevance and significance of applying the UDL principles in the assessment of Vietnamese competency for students with language difficulties. Further research should be conducted from a large sample size and on different students to examine the UDL application in assessment for primary students with and without language difficulties.