The Degree to which Teachers Implement the Universal Design for Learning (UDL) Principles in Inclusive Schools
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Published
Jun 8, 2026
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Hadeel Mohammadfahed Alakkad
https://orcid.org/0009-0005-2534-2474
https://orcid.org/0009-0005-2534-2474
Abstract
The aim of this study was to assess the degree to which teachers apply the principles of Universal Design for Learning (UDL) in inclusive schools. The study employed a descriptive-analytical approach and involved a sample of 198 general education teachers whose classrooms included students with disabilities in inclusive schools under the Jordanian Ministry of Education in Ajloun, Amman and Karak. A questionnaire was used as the data collection tool, consisting of 21 items distributed across three domains. The findings revealed that the level of teachers' application of UDL principles in inclusive classrooms was moderate. The results also indicated statistically significant differences attributed to the effect of gender, with females showing higher levels of application across all domains and the overall score. Additionally, significant differences were found based on the type of integrated disability, with differences favoring students with learning disabilities over those with visual impairments, hearing impairments, autism, or intellectual disabilities. No statistically significant differences were found concerning academic qualifications, years of experience, or region. The study concluded with several recommendations, including the provision of specialized training programs on UDL for general education teachers in inclusive schools, and the necessity of incorporating UDL-specific courses and their application methods into various educational settings, particularly inclusive ones, to enable teachers to acquire the necessary competencies for its effective implementation.
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Keywords
Universal Design for LearningInclusive schoolsGeneral education teachersStudents with disabilities
References
Almumen, H. A. (2020). Universal Design for Learning (UDL) across cultures: The application of UDL in Kuwaiti inclusive classrooms. Sage Open, 10(4), 1-14.
Al-Qahtani, N. N. A. & Al-Sulaim, G. B. H. S. (2022). The extent of availability of UDL standards in the teaching performance of female teachers in inclusive education schools (in Arabic). Journal of the Faculty of Education, Tanta University, 85(1), 290–326.
Alqarni, A. M. & Al-Asiri, H. (2022). Teachers' perceptions of applying Universal Design for Learning principles to enable students with disabilities access school curricula: A qualitative research study. Journal of Positive School Psychology, 6(9), 492-509.
Al-Zidjaliyyah, A. A. & Al-Zoubi, S. M. (2024). Applying teachers of learning disabilities program for the principles of Universal Design for Learning (in Arabic). International Journal of Educational and Psychological Studies, 13(1), 121–133.
Atanga, C. (2022). Secondary teachers’ understanding of Universal Design for Learning when educating students with emotional and behavioral disabilities [Doctoral dissertation]. Texas A&M University-Commerce.
Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding Universal Design for Learning and technology. Learning Disability Quarterly, 33(4), 243-255.
Bui, X., Quirk, C., Almazan, S., & Valenti, M. (2010). Inclusive education research and practice. Maryland Coalition for Inclusive Education, 1-14.
Canter, L., King, L., Williams, J., Metcalf, D., & Myrick Potts, K. (2017). Evaluating pedagogy and practice of Universal Design for Learning in public schools. Exceptionality Education International, 27(1), 1-16.
Capp, M. J. (2018). Teacher confidence to implement the principals, guidelines, and checkpoints of Universal Design for Learning. International Journal of Inclusive Education, 1-15.
CAST. (2018). Universal Design for Learning guidelines. Accessed on: 14/10/2023. https://udlguidelines.cast.org/
Davies, P. L., Schelly, C. L., & Spooner, C. L. (2013). Measuring the effectiveness of Universal Design for Learning intervention in postsecondary education. Journal of Postsecondary Education and Disability, 26(3), 195-220.
Dewi, S. S. & Dalimunthe, H. A. (2019). The effectiveness of Universal Design for Learning. Journal of Social Science Studies, 6(1), 112-123.
Dolan, R., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of Universal Design for Learning to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. The Journal of Technology, Learning and Assessment, 3(7).
Evmenova, A. (2018). Preparing teachers to use Universal Design for Learning to support diverse learners. Journal of Online Learning Research, 4(2), 147-171.
Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: Perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society, 32(10), 1627-1649.
Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education For Children And Youth, 59(1), 5-13.
Hartmann, E. (2015). Universal Design for Learning (UDL) and learners with severe support needs. International Journal of Whole Schooling, 11(1), 54-67.
Hayes, C. (2014). Positive and negative aspects of inclusion services. Journal of the American Academy of Special Education Professionals, 60, 65.
Katz, J. & Sugden, R. (2013). The three-block model of Universal Design for Learning implementation in a high school. Canadian Journal of Educational Administration and Policy, (141), 1-28.
Kennette, L. N. & Wilson, N. A. (2019). Universal Design for Learning (UDL): Student and faculty perceptions. Journal of Effective Teaching in Higher Education, 2(1), 1-26.
Mathews, K. M. (2016). Transformative models in K-12 education: The impact of a blended Universal Design for Learning intervention. An experimental mixed methods study [Doctoral dissertation]. University of San Diego.
Mavrovic-Glaser, K. D. (2017). Teacher knowledge and use of Universal Design for Learning. [Masters dissertation]. Governors State University, University Park, Illinois.
Melhem, T. & Al-Rashid, W. (2023). Teachers’ perception towards implementation of principles of Universal Design for Learning (UDL) in teaching students with learning difficulties. Educational Administration: Theory and Practice, 29(4), 20-34.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. (No Title).
Ministry of Education. (2020). Inclusive education: The 10-year strategy for inclusive education. Retrieved December 10, 2023, from: https://moe.gov.jo/sites/default/files/lstrtyjy_lshry_lltlym_ldmj_0_0.pdf
Piticari, P. (2023). Universal Design for Learning, teachers’ self-efficacy, and school performance in inclusive classrooms. Studia Doctoralia, 14(1), 46-58.
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. Sage Open, 6(4), 1-12.
Root, J. R., Cox, S. K., Saunders, A., & Gilley, D. (2020). Applying the Universal Design for Learning framework to mathematics instruction for learners with extensive support needs. Remedial and Special Education, 41(4), 194-206.
Saleh, S. R. A. (2022). General education teachers and autism spectrum disorder teachers’ knowledge and use of Universal Design in Learning (UDL) in inclusion classrooms (in Arabic). Journal of the Islamic University for Educational and Social Sciences, 12, 159–204.
Schalock, R. L., Borthwick-Duffy, S. A., Buntinx, W. H. E., Coulter, D. L., & Craig, E. M. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities
Smith-Canter, L., King, L. H., Williams, J. B., Metcalf, D., & Rhys Myrick Potts, K. (2017). Evaluating pedagogy and practice of Universal Design for Learning in public schools. Exceptionality Education International, 27(1), 1-16.
Thibodeau, T. (2022). UDL in Voc-Tech. framework. Retrieved 14/11/2023, from https://www.novakeducation.com/blog/udl-in-voc-tech
******************************************************************************************
العربية
الزدجالية، أسماء بنت أحمد بن درويش. (2023). مستوى تطبيق معلمات برامج صعوبات التعلم لمبادئ التصميم الشامل للتعلم [رسالة ماجستير غير منشورة]. جامعة السلطان قابوس، سلطنة عُمان.
صالح، سلوى. (2022). معرفة واستخدام معلمي التعليم العام ومعلمي اضطراب طيف التوحد للتصميم الشامل في التعلم بصفوف الدمج. مجلة الجامعة الإسلامية، 12(1)، 161–206.
القحطاني، ندى بنت ناصر والسليم، غالية بنت حمد. (2022). مدى توافر معايير التصميم الشامل للتعلم (UDL) في الأداء التدريسي لمعلمات مدارس التعليم الشامل. مجلة كلية التربية بجامعة طنطا، 85(1)، 290-326.
Al-Qahtani, N. N. A. & Al-Sulaim, G. B. H. S. (2022). The extent of availability of UDL standards in the teaching performance of female teachers in inclusive education schools (in Arabic). Journal of the Faculty of Education, Tanta University, 85(1), 290–326.
Alqarni, A. M. & Al-Asiri, H. (2022). Teachers' perceptions of applying Universal Design for Learning principles to enable students with disabilities access school curricula: A qualitative research study. Journal of Positive School Psychology, 6(9), 492-509.
Al-Zidjaliyyah, A. A. & Al-Zoubi, S. M. (2024). Applying teachers of learning disabilities program for the principles of Universal Design for Learning (in Arabic). International Journal of Educational and Psychological Studies, 13(1), 121–133.
Atanga, C. (2022). Secondary teachers’ understanding of Universal Design for Learning when educating students with emotional and behavioral disabilities [Doctoral dissertation]. Texas A&M University-Commerce.
Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding Universal Design for Learning and technology. Learning Disability Quarterly, 33(4), 243-255.
Bui, X., Quirk, C., Almazan, S., & Valenti, M. (2010). Inclusive education research and practice. Maryland Coalition for Inclusive Education, 1-14.
Canter, L., King, L., Williams, J., Metcalf, D., & Myrick Potts, K. (2017). Evaluating pedagogy and practice of Universal Design for Learning in public schools. Exceptionality Education International, 27(1), 1-16.
Capp, M. J. (2018). Teacher confidence to implement the principals, guidelines, and checkpoints of Universal Design for Learning. International Journal of Inclusive Education, 1-15.
CAST. (2018). Universal Design for Learning guidelines. Accessed on: 14/10/2023. https://udlguidelines.cast.org/
Davies, P. L., Schelly, C. L., & Spooner, C. L. (2013). Measuring the effectiveness of Universal Design for Learning intervention in postsecondary education. Journal of Postsecondary Education and Disability, 26(3), 195-220.
Dewi, S. S. & Dalimunthe, H. A. (2019). The effectiveness of Universal Design for Learning. Journal of Social Science Studies, 6(1), 112-123.
Dolan, R., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of Universal Design for Learning to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. The Journal of Technology, Learning and Assessment, 3(7).
Evmenova, A. (2018). Preparing teachers to use Universal Design for Learning to support diverse learners. Journal of Online Learning Research, 4(2), 147-171.
Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: Perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society, 32(10), 1627-1649.
Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education For Children And Youth, 59(1), 5-13.
Hartmann, E. (2015). Universal Design for Learning (UDL) and learners with severe support needs. International Journal of Whole Schooling, 11(1), 54-67.
Hayes, C. (2014). Positive and negative aspects of inclusion services. Journal of the American Academy of Special Education Professionals, 60, 65.
Katz, J. & Sugden, R. (2013). The three-block model of Universal Design for Learning implementation in a high school. Canadian Journal of Educational Administration and Policy, (141), 1-28.
Kennette, L. N. & Wilson, N. A. (2019). Universal Design for Learning (UDL): Student and faculty perceptions. Journal of Effective Teaching in Higher Education, 2(1), 1-26.
Mathews, K. M. (2016). Transformative models in K-12 education: The impact of a blended Universal Design for Learning intervention. An experimental mixed methods study [Doctoral dissertation]. University of San Diego.
Mavrovic-Glaser, K. D. (2017). Teacher knowledge and use of Universal Design for Learning. [Masters dissertation]. Governors State University, University Park, Illinois.
Melhem, T. & Al-Rashid, W. (2023). Teachers’ perception towards implementation of principles of Universal Design for Learning (UDL) in teaching students with learning difficulties. Educational Administration: Theory and Practice, 29(4), 20-34.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. (No Title).
Ministry of Education. (2020). Inclusive education: The 10-year strategy for inclusive education. Retrieved December 10, 2023, from: https://moe.gov.jo/sites/default/files/lstrtyjy_lshry_lltlym_ldmj_0_0.pdf
Piticari, P. (2023). Universal Design for Learning, teachers’ self-efficacy, and school performance in inclusive classrooms. Studia Doctoralia, 14(1), 46-58.
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. Sage Open, 6(4), 1-12.
Root, J. R., Cox, S. K., Saunders, A., & Gilley, D. (2020). Applying the Universal Design for Learning framework to mathematics instruction for learners with extensive support needs. Remedial and Special Education, 41(4), 194-206.
Saleh, S. R. A. (2022). General education teachers and autism spectrum disorder teachers’ knowledge and use of Universal Design in Learning (UDL) in inclusion classrooms (in Arabic). Journal of the Islamic University for Educational and Social Sciences, 12, 159–204.
Schalock, R. L., Borthwick-Duffy, S. A., Buntinx, W. H. E., Coulter, D. L., & Craig, E. M. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities
Smith-Canter, L., King, L. H., Williams, J. B., Metcalf, D., & Rhys Myrick Potts, K. (2017). Evaluating pedagogy and practice of Universal Design for Learning in public schools. Exceptionality Education International, 27(1), 1-16.
Thibodeau, T. (2022). UDL in Voc-Tech. framework. Retrieved 14/11/2023, from https://www.novakeducation.com/blog/udl-in-voc-tech
******************************************************************************************
العربية
الزدجالية، أسماء بنت أحمد بن درويش. (2023). مستوى تطبيق معلمات برامج صعوبات التعلم لمبادئ التصميم الشامل للتعلم [رسالة ماجستير غير منشورة]. جامعة السلطان قابوس، سلطنة عُمان.
صالح، سلوى. (2022). معرفة واستخدام معلمي التعليم العام ومعلمي اضطراب طيف التوحد للتصميم الشامل في التعلم بصفوف الدمج. مجلة الجامعة الإسلامية، 12(1)، 161–206.
القحطاني، ندى بنت ناصر والسليم، غالية بنت حمد. (2022). مدى توافر معايير التصميم الشامل للتعلم (UDL) في الأداء التدريسي لمعلمات مدارس التعليم الشامل. مجلة كلية التربية بجامعة طنطا، 85(1)، 290-326.
How to Cite
Alakkad, Hadeel Mohammadfahed. 2026. “The Degree to Which Teachers Implement the Universal Design for Learning (UDL) Principles in Inclusive Schools”. Journal of Educational Sciences – Qatar University 26 (1). https://doi.org/10.29117/jes.2026.0264.
Section
Articles in Arabic