التصميم الشامل للتعلم وتطبيقاته في تعليم ذوي صعوبات التعلم
The study aimed to explore the nature of Universal Design for Learning (UDL) and its significance in educational settings that encompass students with learning disabilities. It utilized a descriptive-analytical methodology. According to the findings, UDL encompasses the provision of diverse alternatives during the curriculum design phase, as opposed to subsequent adjustments, thereby enhancing the accessibility and efficacy of the learning environments for all learners. The study also highlighted the principles of UDL such as providing multiple means of representation, offering flexible methods and alternative auditory and visual information, providing multiple means of action and expression (i.e., offering various alternatives for how we demonstrate what we know), and providing multiple means of engagement and participation (i.e., providing alternatives to foster learner motivation). The research findings yielded a number of suggestions, such as providing instructional sessions for both general and special education instructors on the implementation of UDL principles, as well as furnishing them with the tools necessary to create impartial and comprehensive curricula for students with limited capabilities, including those with learning disabilities. Furthermore, it underscores the necessity for researchers to increase their endeavors in conducting empirical investigations on the incorporation of UDL principles into curriculum design. (Published abstract)