تصور مقترح لتطوير الأداء التدريسي لمعلمات مدارس التعليم الشامل في ضوء التصميم الشامل للتعلم (UDL)‎

الملخص EN

The proposed conception is based on the principles of universal design for learning, edition No.

(2.2), published in 2018 (CAST, 2018).

the researcher defines the proposed conception from the procedural aspect as: "a planning based on the results of previous studies to build a general intellectual framework adopted by the study".

this is for the purpose of developing the teaching performance of female teachers in inclusive education schools in the light of the universal design for learning and its standards.

these standards are the learner's participation, his motivation towards learning, presenting, displaying information, learner performance and his expressing understanding.

the tool for measuring the levels of teaching performance provides a quadruple gradation for the universal design of learning.

this quadruple gradation is represented by (expert teacher, advanced teacher, practicing teacher, and non-practicing teacher).

" the researcher relied mainly on the results of a previous study prepared by the researcher "Nada al-Qahtani" and supervised by the professor of curricula and teaching methods, "Ghaliya al-Saleem" at the imam Muhammad bin Saud Islamic university.

this previous study aimed to study the availability of universal learning design in the teaching performance of teachers of inclusive education schools (al-Qahtani and al-Salim, 2022 AD).

the study instrument consisted of a note card with an oral grade scale.

this tool includes 27 indicators distributed on three basic standards.

these basic standards are learner participation, his motivation towards learning, presentation and presentation of information, learner performance and expression of understanding.

the researcher applied this tool to 30th female teachers of inclusive education, general education at the primary level in Riyadh.

the study reached a number of results, the most important of which is the availability of universal design standards for learning as a whole in the teaching performance of inclusive education teachers with an average of (1.57) and a degree not available.