Teachers’ views on the practices of universal design for learning

Universal design for learning

Abstract

This study aims to identify teachers’ views regarding the Universal Design for Learning (UDL) practices. Having a phenomenological design in accordance with qualitative research paradigm, the study hosted a total of 55 teachers working in the central districts and villages of Kahramanmaraş in Turkey during the academic year of 2021 and 2022. The research data were obtained using a semi-structured interview form, and descriptive and content analyzes were used during data analysis. Examining teachers’ views on Universal Design for Learning (UDL), this study revealed that the majority of teachers reported positive views regarding Universal Design for Learning (UDL) practices. They also stated that UDL practices would contribute to support individual differences in education, high-level efficiency, equality of opportunities in education, addressing everyone, versatile learning, facilitating learning, ensuring permanence, facilitating access to information, increasing the quality of education, and improving self-expression skills. However, they were determined to lack the necessary knowledge and skills in this regard (teaching students with different disabilities, teaching students from different cultural backgrounds, etc.). They also concluded that their schools did not have the necessary infrastructure and equipment.