INTEGRATION OF UNIVERSAL DESIGN FOR LEARNING INTO LESSONS: TEACHERS’ AWARENESS, PRINCIPLES, AND PRACTICES

Abstract

The materials of the article present the results of a study on the readiness of teachers in general secondary education institutions to implement the principles of Universal Design for Learning (UDL) in the contemporary lesson. Based on an analysis of national and international scholarly works, the evolution of the UDL concept is summarized, and its meaning is defined as an approach to designing learning environments and materials that ensure accessibility, variability, and flexibility of learning for all students. The methodological aspects of organizing learning based on UDL are outlined, including: multiple means of engagement, representation, and action and expression; principles for constructing an accessible educational environment; and consideration of learners’ natural variability and their sensory, cognitive, and socio-emotional needs.

The results of a rapid survey of teachers from educational institutions in the Zaporizhzhia region who participated in the workshop «A Safe School for Everyone: How to Integrate the Principles of Universal Design into Lessons» are presented. The survey revealed a limited level of teachers’ awareness of the UDL concept. At the same time, it recorded fragmented, mostly subconscious use of certain UDL elements–use of various formats for presenting material, consideration of learning pace, and partial provision of varied tasks and options for demonstrating learning outcomes.

The manifestations of episodic implementation of UDL principles in lesson planning, modes of presenting instructional materials, and organizing student engagement are detailed. Barriers that hinder the systematic implementation of the approach are identified, including a lack of knowledge and methodological skills, limited time, and insufficient technological support. Adapted examples of didactic materials and methodological solutions developed in accordance with contemporary UDL guidelines are provided, with descriptions of their potential use at various stages of the lesson. The article emphasizes that the prospects for further dissemination of UDL practices in general secondary education institutions depend on the need to enhance teachers’ professional competence and build an inclusive learning environment.