Teachers' Perceptions Of Applying Universal Design For Learning Principles To Enable Students With Disabilities Access School Curricula: A Qualitative Research Study

Abstract

The study aims to investigate general education teachers’ application of the principles of the universal design for learning (UDL) and to reveal their effect on enabling students with learning disabilities (LDs) to access school curricula. The researchers used a qualitative approach to achieve the purpose of the study. Researchers used three data collection tools including classroom observations, school document analysis, and semi-structured interviews. The sample consisted of five general education teachers in a school with an LD program in Jeddah. The results indicated that the teachers applied the three main principles of UDL: providing several ways for participation, presenting information, and expressing comprehension and performance. The results also highlighted the effect of applying these principles in meeting the needs of students with LDs in both academic and social aspects by improving their school achievement and enhancing their participation opportunities throughout the learning process. Regarding the social aspect, the application of the UDL principles contributed to empowering those with LDs to interact positively with their peers in collaborative learning groups.