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Implementing Universal Design for Learning for Learners with Intellectual Disabilities: Evidence from Teachers’ Practices and a Proposed Inclusive Education Framework

Roselle Abellon Avergonzado(1),


(1) Greenville College
Corresponding Author

Abstract


This study examined the implementation of Universal Design for Learning (UDL) in teaching learners with intellectual disabilities. It focused on three UDL principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. A quantitative descriptive-correlational design was used with 125 teachers from three participating schools. Data were collected using a modified questionnaire based on UDL principles. All three UDL components were implemented, with engagement receiving the highest mean score. Age and gender were not significantly related to UDL implementation, while educational background and special education training showed significant relationships. Engagement was the most impactful UDL principle in teachers’ practices. Based on the findings, the UDL-IDEA Framework was proposed to strengthen inclusive instruction for learners with intellectual disabilities.

Keywords


Inclusive education; Intellectual disabilities; Special education training; Teacher practice; Universal Design for Learning.

References


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