Assessing teachers’ knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia
Bibliographic Data
| ID | 12578239 |
|---|---|
| Authors | Turki Alquraini (0000-0002-8148-2106, King Saud University), Shaila Rao (Western Michigan University, corresponding author), Shaila M Rao (Western Michigan University) |
| Year | 2018 |
| Volume | 24 |
| Issue | 1 |
| Pages | 103-114 |
| Publication date | 2018-03-20 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1452298 |
| OpenAlex | W2794253716 |
| Language | EN |
| Citations received | 10 |
| References cited | 21 |
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
Class (philosophy · Curriculum · Geography · Inclusion (mineral · Mathematics education · Medical education · Needs assessment · Pedagogy · Plan (archaeology · Sociology · Special education · Special needs · Universal design · Universal Design for Learning · Assistive Technology in Communication and Mobility · Computer Science · Digital Accessibility for Disabilities · Disability Education and Employment · Engineering · Medicine · Psychology
Teachers' perceived knowledge, attitudes, and readiness to implement MTSS for students with disabilities in Saudi Arabia
Smart classrooms, unheard perspectives
Initial teacher preparation program in Saudi Arabia
Universal Design for Learning
Physical Education Teachers’ Perceptions of Challenges on Including Students with Disabilities into Their Classrooms, and Their Ideas on How to Overcome Them
Moving towards inclusive education
Identifying and Supporting Students with Learning Disabilities in Saudi Arabia
Scoping Review of Universal Design for Learning Principles Embedded in Subjects in Secondary Education
Teachers’ and Students’ Beliefs Towards Universal Design for Learning Framework
Communautés d’apprentissage professionnelles auprès du personnel enseignant au primaire en contexte francominoritaire
| Citations per year | 2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |