Applying Universal Design for Learning in Mathematics Instruction for Students with Learning Difficulties

Abstract

This research explored how Universal Design for Learning (UDL) could be used in math teaching for learners who have difficulty in learning. The researchers used a quantitative method, and there were 350 math teachers who completed a structured questionnaire. The tool included demographic questions and 40 statements relating to the three main principles of UDL: engagement, representation, and action and expression. The researchers used frequencies percentages means, standard deviations, independent sample t-tests, one-way ANOVA, and reliability analyses for data analysis. The results showed a moderately high level of UDL implementation in math classes. Besides gender school type, school location, training in inclusive education, training in UDL age qualification, and teaching experience were found to be significant factors leading to variations in the results. Those teachers having professional training in inclusive education and UDL were found stronger in their implementation of inclusive practice. The research suggested that UDL is a good tool to help raise the quality of inclusive education in math, and it pointed to the need for specialized teacher training and sufficient resource provision.

Keywords: Universal Design for Learning, mathematics instruction, students with learning difficulties, inclusive education, quantitative research