شبكة المعلومات العربية التربوية

The study aimed to identify the perspectives of female teachers who teach students with intellectual disabilities about the obstacles and facilitators of implementing Universal Design for Learning (UDL). The study employed the qualitative research methodology (phenomenology design), and the data were collected through 14 semi-structured individual interviews with middle school teachers working in intellectual education programs in the Kingdom of Saudi Arabia. Data analysis was performed with the help of thematic analysis. The results of the study showed that there were some obstacles that can be encountered during UDL implementation, such as challenges related to teachers, limitations of intellectual education curricula, and the high number of students in the classroom. In addition, the factors that help in using UDL were also identified, such as providing access to modern technologies, educational professional development opportunities, and integrating UDL into the organizational guidelines for special education. The study made a number of recommendations, the most prominent of which is focusing on educational professional development programs for teachers focusing on planning and implementing lessons in accordance with the principles of UDL, harmonizing middle school curricula with the requirements of universal design for learning UDL to better address the diverse needs and preferences of students and providing the opportunity to access the general education curriculum instead of preparing a special curriculum. (Published abstract)