Readiness of Inclusive Elementary School Teachers to Implement Universal Design for Learning (UDL): A Needs Analysis

Abstract

UDL in inclusive elementary schools encounters difficulties about teachers’ knowledge and background, and access to professional support. The purpose of this study is to examine UDL-related knowledge levels, familiarity, perceived advantages, training needs and instructional constraints among 50 inclusive elementary school teachers using survey method. Findings, teachers’ attitudes toward UDL are positive in that the majority believe or strongly believe that UDL will promote academic engagement and instructional utility. One key finding is the high level of interest in UDL training, as 95% of teachers indicate a need for specialized training over and above their current knowledge to understand and implement UDL correctly. In addition, the teachers reported a number of key resources required to facilitate UDL implementation such as: training (70%), instructional modules (64%), technological tools (58%) and expert support teams (52%). The main barriers faced by teachers when teaching SEN children include lack of specialist support (34%), resources to support learning (28%) and technology (20%). Findings call for an immediate intervention on a structured UDL training model to enhance teachers’ competences in inclusive instructional practice. The study also underscores the significance of increasing resources and enabling professional collaboration, to establish more supportive and justifiable learning environment for children with disabilities in inclusive elementary schools.