The Reality of Female General Education Teachers' Knowledge and Readiness for Applying Universal Design for Learning and Suggestions for its Improvement

Document Type : Original Article

Author

Special Education Department College of Education, Imam Mohammad Ibn Saud Islamic University

Abstract

This study aimed to investigate the knowledge and readiness of female general education teachers for applying Universal Design for Learning (UDL) in general education schools across all educational stages (elementary- intermediate- secondary) in Riyadh. To achieve this aim, the survey descriptive approach was employed, as a questionnaire was designed for data gathering, including (35) items that were divided into two dimensions. After confirming its validity and reliability, it was distributed to the study sample that comprised (350) female teachers. The study results concluded that the level about UDL among female general education teachers was low, according to the study sample's perspective. The results also revealed that the level of those teachers' readiness for applying Universal design for learning was moderate. In addition, the teachers suggested the necessity of implementing training programs and workshops dealing with the concept of Universal design for learning, demonstrating its importance and how to apply it in the educational process.

Keywords

Main Subjects

References

Almutairi, N., & Alsuwayl, A. (2023). Assessing the knowledge of elementary school teachers on universal design for learning in Saudi Arabia. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2270295
Alquraini ,T.,Rao,M.(2020).Assessing Teachers' Knowledge, Readiness, and Needs to Implement Universal Design for Learning in Classrooms in Saudi Arabia .International Journal of Inclusive Education, 24(1) ,103-114 . DOI: 10.1080/13603116.2018.1452298
Armstrong, A., Armstrong,D., & Spandagou.,I. (2010). Inclusive Education: International Policy and Practice. Los Angeles: SAGE.
Azizah, N., Novembli, M. (2019). Mobile Learning in Improving Reading Ability Dyslexia: A Systematic Literature Review. Advances in Social Science, Education and Humanities Research, 296,220-226.
Bartoňová, M., Vítková, B. Bočková, I. Bytešníková, L. Hloušková, R. Horáková, I. Jedličková,I., et al. (2016). Inkluze ve škole a ve společnosti jako interdisciplinární téma: Inclusion in Schools and Society as an Interdisciplinary Issue. Brno: Masarykova univerzita.
Basham, D., & Marino, T. (2013). Understanding STEM education and supporting students through universal design for learning. TEACHING Exceptional Children, 45(4), 8-15.
Benton-Borghi, H., & Chang, M. (2012). Critical examination of candidates’ diversity competence: Rigorous and systematic assessment of candidates’ efficacy to teach diverse student populations. The Teacher Educator, 47, 29- 44. doi:10.1080/08878730.2011.632472
Brown, Z. (2016). Inclusive Education: Perspectives on Pedagogy, Policy and Practice. New York: Routledge.
CAST: Center for Applied Special Technology. (2017). What is universal design for learning. http://cast.org/udl/index.html
Center for Applied Special Technology. (2018). Universal design for learning guidelines version 2.2. CAST. National Center on Universal Design for Learning. http://udlguidelines.cast.org
Dymond, K., Renzaglia, A., Rosenstein, A., Chun, J., Banks,  A., Niswander, V., & Gilson, L. (2006). Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Research and Practice for Persons with Severe Disabilities, 31, 293-308. doi:10.1177/154079690603100403
Edyburn, L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Leaning Disability Quartery, 33, 33-41.
Ekins, A.(2015). The Changing Face of Special Educational Needs: Impact and Implications for SENCOs, Teachers and Their Schools. New Yok: Routledge
Evmenova, A. (2018). Preparing Teachers to Use Universal Design for Learning to Support Diverse Learners. Journal of Online Learning Research, 4(2), 147-171. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
Harn, B., Parisi, D., & Stoolmiller, M. (2013). Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools? Exceptional Children, 79(2), 181–193. https://doi.org/ 10.1177/0014402913079002051
Hall, E., Cohen, N., Vue, G., & Ganley, P. (2014). Addressing learning disabilities with UDL and technology strategic reader. Learning Disability Quarterly, 38, 72-83.
Hájková, V., and I. Strnadová. (2010). Inkluzivní vzdělávání: teorie a praxe. Prague: Grada Publishing.
Higher Education Opportunity Act, Pub. L. No. 110-315, 122 Stat. 3078 (2008). 
loreman, T., Deppeler,J., & Harvey,D. (2005). Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom. London: Routledge
Katz, J. (2015). Implementing the three block model of universal design for learning: Effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19, 1-20. doi:10.1080/13603116.2014.881569
Kennedy, J., Thomas, N., Meyer, P., Alves, D., & Lloyd,W. (2014). Using evidence-based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning Disability Quarterly, 32, 71-86. doi:10.1177/0731948713507262
Krishan, S & Sharma, N. (2023). Awareness of universal design for learning (UDL) among teachers in India. Journal of Educational Technology Development and Exchange, 16(1), 108-125
Kurth, A., Born, K., & Love, H. (2016). Ecobehavioral characteristics of self-contained high school classrooms for students with severe cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 41(4), 227–243. https://doi.org/10.1352/2326-6988-2.4.286
Lang, A, Bell,M.(2017). Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty. Journal of the American Academy of Special Education Professionals,44-57.
Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135–157. https://doi.org/10.1080/00131911.2013.839546
Lowrey, A., Hollingshead, A., Howery, K., Bishop, j. (2017). More Than One Way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 42(4), 225-242.
Marino, T., Gotch, M., Israel, M., Vasquez, E., Basham, D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disability Quarterly, 37, 87-99. doi:10.1177/0731948713503963
Meyer, A., Rose, H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST.
Odunavar, N., & Kamaraj, P. (2018). Universal Design of Learning (UDL) is a means of challenging exclusion. Journal of Emerging Technologies and Innovative Research. 5(7), 149-152.
Owiny, L., Hollingshead, A., Barrio, B., & Stoneman, K. (2019). Engaging preservice teachers in universal design for learning lesson planning. Inclusion, 7(1), 12-23. doi:https://doi.org/10.1352/2326-6988-7.1.12
Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning: The Journal of Open and Distance Learning. 30, 35-52. doi:10.1080/02680513.2014.991300
Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for online courses. Journal of Postsecondary Education and Disability, 24, 211–229.
Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. SAGE Open, 6(4), 1-12. doi: 2158244016680688
Ruppar, L., Fisher, W., Olson, J., & Orlando, M. (2018). Exposure to literacy for students eligible for the alternate assessment. Education and Training in Autism and Developmental Disabilities, 53(2), 192–208.
Ryndak, L., Moore, A., Orlando, A., & Delano, E. (2008). Access to the general curriculum: The mandate and the role of context in research- based practice. Research and Practice for Persons with Severe Disabilities, 34(1), 199–213. https://doi.org/10.2511/rpsd.33.4.199
Rose, H., Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Spencer, A. (2011). Universal design for learning: Assistance for teachers in today’s inclusive classrooms. Interdisciplinary Journal of Teaching and Learning, 1, 10-22.
Spooner, F., Baker, N., Harris,A., Ahlgrim-Delzell, L., & Browder, D. (2007). Effects of training in universal design for learning on lesson plan develop ment. Remedial and Special Education, 28(2), 108-116.
Takemae, N., Dobbins, N., Kurtts, S.(2018).Preparation and Experiences for Implementation: Teacher Candidates 'Perceptions and Understanding of Universal Design for Learning . Issues in Teacher Education, 27 (1), 73-93.
Vitelli,E.(2015). Universal Design for Learning: Are We Teaching It to Preservice General Education Teachers. Journal of Special Education Technology, 30(3),166-178. DOI: 10.1177/0162643415618931
Translation of Arabic References:
Al alesheykh, K.(2017).The effectiveness of a proposed training program to prepare educational materials for science lessons according to the principles of universal design for learning (UDL) on female science students who are teachers enrolled in the educational diploma program. Journal of Educational Sciences, Cairo University,25(4),360-397.
Alasaf, S.(2012). Introduction to research in behavioral sciences. Riyadh: Dar Al-Zahra.
Alamery, H, & Alektheyrey, N.(2022).The readiness of teachers of learning disabilities programs towards implementing the comprehensive design for learning. Saudi Journal of Special Education,(23),81-126. Doi: 10.33948/1640-000-023-003
Alenwaserh, A.(2022).Training needs of first three grade teachers in Russeifa District schools in Jordan to employ the principles of comprehensive design from their point of view. Journal of Educational and Psychological Sciences, 6(39), 55-71.https://doi.org/10.26389/AJSRP.L230122
Alemreshed, A, alherbey, W, & hemdey, A .(2023).The impact of universal design for learning on the academic and non-academic performance of elementary school students with and without disabilities in inclusive education settings: A systematic review. Journal of Special Education and Rehabilitation,16(57),101-125. Doi: 10.21608/SERO.2023.318900
Aleknaney,R.(2022).The degree to which special education teachers in inclusive schools possess professional competencies to apply the principles of universal design for learning from their perspective.  Journal of Scientific Research in Special Education,23(12),104-123. Doi: 10.21608/JSRE.2023.199624.1546
Alersheyd, W, & emlhem, T.(2024).The effectiveness of a training program based on the comprehensive design for learning in improving the teaching competencies of female teachers of students with learning difficulties in Al-Ahsa Governorate. Journal of Educational and Psychological Sciences,7(29),36-53.https://doi.org/10.26389/AJSRP.M130423
Alsalem,M.(2016).increasing the teaching efficiency of teachers of the deaf and hard of hearing through the principles of universal design for learning. International Journal of Specialized Education,5(4),114-134. doi: 10.12816/0035697
Ades, A, Ebeydat, D, & Ebedalheq, K.(2020).Scientific research, its concept, tools and methods. (19). Amman: Dar Al-Fikr.
Enanebh, F.(2022).The degree of possession of the first three grades teachers in Ajloun Governorate schools of the educational competencies to apply the principles of comprehensive design for learning from their point of view. Journal of Educational and Psychological Sciences,6(31),75-87. https://doi.org/10.26389/AJSRP.D091221
Editorial Board. (2015). Towards inclusive education for people with disabilities: A research paper presented to the Oslo Summit on Education for Development. International Monitor, (58), 4-9.
Education Administration. (1445 AH). Statistics of female general education teachers affiliated with the Ministry of Education. Riyadh: Information Systems and Technical Support Division.
Ministry of Education (1437). Procedural and Organizational Guide for Special Education. Kingdom of Saudi Arabia: Riyadh. Retrieved from
https://departments.moe.gov.sa/EducationAgency/RelatedDepartments/SPECIALEDUCATION/Pages/guide.aspx
Saleh, S. (2022). General education teachers’ and autism spectrum disorder teachers’ knowledge and use of universal design in inclusive learning classrooms. Journal of the Islamic University for Educational and Social Sciences,(12),162-206. DOI: 10.36046/2162-000-012-004
Tentawey, M, & Aleghamedy, A.(2020). A study of the requirements for implementing universal design for learning for students with disabilities in inclusion programs. Journal of Scientific Research in Education,10(1),141-180. Doi: 10.21608/JSRE.2020.130483
The First Arab Conference on Universal Design for Learning 14-17 November. https://www.qu.edu.qa/sites/ar_QA/conference/udlc

Files

Share

How to cite

Statistics