فاعلية برنامج تدريبي لإعداد وحدة تعليمية وفق مبادئ التصميم الشامل للتعلم (udl) لدى معلمي رياضيات الصف الخامس في تحسين أداء الطلبة بالمدارس الدامجة في العاصمة عمان
The study aimed to identify the effectiveness of a training program to prepare an educational unit according to the principles of design (UDL) for fifth-grade mathematics teachers in improving students' performance in inclusive schools in the capital, Amman. The study followed the quasi-experimental approach based on using the two-group design (experimental and control). To achieve the objectives of the study, two tools were prepared for the study: the first is a scale for applying the principles of comprehensive design for learning (UDL) to measure teachers' competencies, and the second is an achievement test to measure the performance of fifth-grade students in mathematics. The tools were applied to a sample of (30) male and female mathematics teachers and (50) male and female fifth-grade students who were selected intentionally from schools affiliated with the education directorates in the capital governorate of Amman in the Hashemite Kingdom of Jordan during the second semester of the year (2023/2024). The results of the study showed that there were statistically significant differences between the average performance of the two groups (experimental and control) in the postapplication of the scale of competencies for teachers in preparing an educational unit according to the principles of universal design for learning (UDL) attributed to the difference in teaching method, and the differences were in favor of the members of the experimental group that underwent the training program on the scale as a whole and the sub-principles. The results also indicated that there were no statistically significant differences between the average performance of the members of the experimental group in the post-application and follow-up on the principles of universal design and the scale as a whole, which indicates the existence of an effect of using the training program in the long term. The results also showed that there were statistically significant differences between the average performance of fifth grade students in the two groups on the post-application of the achievement test in mathematics, attributed to the difference in teaching method, as the differences were in favor of the members of the experimental group who were taught according to the principles of the Universal Design for Learning (UDL). There were no statistically significant differences between the average performance of the members of the experimental group in the post-application and follow-up on the test. (Author’s abstract)