Situation Analysis and Implementation of Universal Design for Learning for Children with Visual Impairment

Abstract

This study delves into the strategies of Universal Design for Learning (UDL) implementation to assist students with visual impairments in educational settings. A quantitative approach was employed to evaluate teachers' knowledge, confidence, and practice of UDL in schools with visually impaired students. The researchers concentrated their attention on demographic factors like age, gender, and teaching experience years. They gathered their data via surveys of 60 teachers belonging to three different age groups. It was revealed in the study that the frequency of UDL implementation had varied significantly between different ages where the older teachers (41+ years) have been changing their teaching methods more frequently than the younger ones (20, 30 years). Nevertheless, the gender and years of experience have not been indicative of UDL implementation to show significant differences. The findings emphasize the role of teacher experience and professional development in the effective use of UDL strategies, at the same time, they point to the necessity of providing educators with better resource allocation and training programs. The study concludes by offering recommendations for enhancing UDL implementation in inclusive classrooms.