Abstract

The modern classroom, reflective of a diverse student body, necessitates effective instruction from both general and special education teachers, extending inclusivity to students with learning disabilities. Universal Design for Learning (UDL), a widely accepted and scientifically validated framework backed by extensive research, addresses the needs of all learners, including those with learning disabilities. This qualitative study explores teachers’ perceptions on the integration of UDL in educational settings, with a specific focus on its impact on students with learning disabilities. Ten teachers, selected to represent diverse experiences based on criteria such as experience levels and teaching subjects, will participate. They will be recruited through emails from the school district’s website, with ethical considerations ensuring confidentiality and voluntary participation. Their insights will provide essential information on UDL implementation, particularly concerning students with learning disabilities. By utilizing interviews, the research aims to capture nuanced perceptions and opinions, allowing a comprehensive understanding of teachers’ views. Prior to interviews, participants will receive questions in advance, enabling effective preparation and ensuring their ability to contribute informed responses, particularly regarding UDL implementation for the benefit of all students, including those with learning disabilities.

Author: Ahmed Aldousari

Published in: World Congress on Education (2024)

  • Date of Conference: 26-28 August, 2024
  • DOI: 10.20533/WCE.2024.0016
  • Electronic ISBN: 978-1-913572-71-6
  • Conference Location: Churchill College, Cambridge, UK

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