Assessing teachers' knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia

Universal Design for Learning (UDL) is a framework used to design an accessible curriculum for students with diverse abilities, including students with disabilities. UDL helps educators plan their curriculum proactively and address students' instructional, environmental, and other needs in an e...

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Bibliographic Details
Published in:International Journal of Inclusive Education 2020-01, Vol.24 (1), p.103-114
Main Authors: Alquraini, Turki A., Rao, Shaila M.
Format: Article
Language:English
Subjects:
Ability
Access to Education
Class Size
Classrooms
Curricula
Educational Needs
Educational Resources
Educational Technology
Equal Education
Faculty Development
Foreign Countries
Instructional design
knowledge
Knowledge Level
Learning
needs
Planning
Professional training
readiness
School Policy
Schools
Special education
Special Education Teachers
Student Diversity
Students
Students with Disabilities
Teacher Attitudes
Teacher Student Ratio
Teachers
teaching
Universal design
Universal Design for Learning
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Summary:Universal Design for Learning (UDL) is a framework used to design an accessible curriculum for students with diverse abilities, including students with disabilities. UDL helps educators plan their curriculum proactively and address students' instructional, environmental, and other needs in an effort to help them reach their full potential. To date very little research exists in Saudi Arabia that has studied implementation of UDL in schools is Saudi Arabia. This study explored perceived knowledge of UDL of special education teachers in schools in Saudi Arabia, and also sought information regarding their perceived needs for successful implementation of UDL in classrooms. Analysis of 131 responses to a survey seeking perceived knowledge of UDL, perceived the extent of readiness and use of UDL in classrooms, and question seeking additional comments and suggestions indicated there is a need for training and professional development. Additionally, responses indicated a need for resources in terms of technology and other materials; additional planning time; smaller class size; more personnel; and a clear, flexible policy and guidance. Implications for the concerned organisations are discussed.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2018.1452298