THE CURRENT STATUS OF INTEGRATING UNIVERSAL DESIGN FOR LEARNING (UDL) IN INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES: A SURVEY OF TEACHERS IN PRIMARY SCHOOLS

Abstract

Universal Design for Learning (UDL) is very suitable for active learning orientation and inclusive teaching perspective for students with disabilities. This study aims to understand the current status of inclusive education for children with disabilities according to the Universal Design for Learning approach of primary school teachers through a survey of 66 teachers in 4 provinces across the country. The results of this study show that most teachers do not know about UDL (43.94% of teachers have never heard of UDL), but in fact, teachers have applied the principles of UDL in the teaching process regularly in the way of assessing students, sometimes applying it in determining teaching objectives, content, presentation methods, conveying information to students, determining teaching aids, forms of activities and ways to encourage students. Inclusive teaching using the UDL approach by teachers is happening naturally in some elements of the teaching process, but teachers need to improve their understanding and skills in applying UDL to implement inclusive teaching more effectively.