The Use of Universal Design for Learning to Meet the Needs of Diverse Students

Abstract

Teachers today have a broad range of learners in their classrooms that they need to support and traditional instructions are not relevant to address the diverse needs of students. Universal Design for Learning (UDL) framework has been suggested as an effective teaching strategy to support diverse learners. This study investigated the experience of teachers using strategies that align with UDL, their familiarity with this framework, and how they implemented instructional strategies and technologies that align with UDL in a Kazakhstani school. An interpretative qualitative case study with a sample of eight primary teachers was conducted in an International school. Data collection incorporated semi-structured interviews to examine the instructional strategies and technologies teachers implemented. According to the findings, teachers accommodate a range of learners in their classrooms. Teachers do not have a high level of knowledge about the theory of UDL. However, they actively use the strategies that align with the principles of this theory. These findings suggest that teachers use a variety of media and visual materials to present a new concept. The main aspect of the finding was the role of assessment and observation at the beginning of the year to know the students’ abilities, interests, strengths, and needs. The main strategy used was to support students’ expression was the use of rubrics that help students to self-monitor, as well as providing students with options and organizing a peer-support program for classroom engagement. Teachers in this study used technologies very often to support their instructions when they present information (video, presentation, smart boards,) rather than providing students with access to the curriculum. The lack of awareness of UDL theory indicates that professional training for teachers was needed.