Supporting Students with Learning Disabilities through Universal Design for Learning: Saudi Teachers' Perceptions in K-12 Education
Keywords:
Universal Design for Learning; Inclusive Education; Learning Disabilities; Teachers’ Perceptions; Professional DevelopmentAbstract
Universal Design for Learning (UDL), a framework developed to address the needs of all learners, including those with learning disabilities, has gained recognition and support from educational research. This qualitative study aims to explore teachers' perceptions regarding the integration of UDL in educational settings in Saudi Arabia, within K-12 educational frameworks. The primary focus is on the impact on special learners, including those with learning disabilities. Key research questions include: What are teachers’ perceptions of UDL and its effectiveness in supporting students, particularly those with learning disabilities? (2) What challenges do teachers face in implementing UDL, and what strategies do they believe would facilitate successful implementation? and (3). What do teachers perceive they need from the school district to apply UDL in their schools? Ten teachers selected based on criteria such as experience levels and teaching subjects were utilized for the study. The findings revealed prevalent concerns among teachers regarding the feasibility of UDL implementation, citing challenges such as a lack of training, inadequate resources, and limited administrative support. Despite these obstacles, teachers emphasized the critical need for enhanced support and training in UDL principles to address deficiencies and enhance student outcomes. Furthermore, teachers highlighted the importance of infrastructure and resource allocation for effective UDL implementation, stressing the pivotal role of school administrators in providing necessary support. These findings underscore the importance of prioritizing professional development and resource allocation to create inclusive learning environments that benefit all students, including those with learning disabilities.
https://doi.org/10.26803/ijlter.24.10.17
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