Navigating Inclusion: Integration of Universal Design for Learning (UDL) in a Classroom
Keywords:
Universal Design for Learning; special education; inclusive education; differentiated instruction; assessment; teacher professional development; assistive technology.Abstract
The study explored how Universal Design for Learning (UDL) is integrated into classroom practices in Zambia. The findings present a qualitative analysis of 48 responses to interview question on Universal Design for Learning (UDL) in special education classrooms. The responses indicate a generally positive understanding of UDL as an inclusive, flexible and proactive approach to teaching. The study reported using visual, auditory, practical and collaborative strategies, learner choice, differentiated activities and flexible assessment formats. The strongest barriers were time and curriculum-coverage pressures, and inadequate resources, materials or technology. School support was most frequently associated with access to materials and resources, administrative encouragement and training/continuing professional development. Recommendations focused on more resources and assistive technology, teacher training, collaboration with stakeholders, improved staffing/class-size conditions and infrastructure, and greater curriculum/time flexibility. Therefore, the findings suggest that UDL is understood and partially practiced, but sustainable implementation requires stronger systemic support.
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