دراسة لمتطلبات تطبيق التصميم الشامل للتعلم للطلاب ذوي الإعاقة في برامج الدمج

Abstract EN

The study aimed to identify the possibility of applying the universal design for learning in inclusion schools, by identifying the competencies of general education teachers and special education teachers to apply the universal design for learning; and to identify the environmental potentials available within schools and the extent of their suitability to apply the universal design for learning.

It also aimed to identify the perceptions of normal students and students with disabilities towards the universal learning design for learning.

The study sample consisted of 409 middle school teachers (238 general education teachers, and 171 special education teachers), in addition to 172 middle school students (94 normal students, and 78 students with hearing impairment, visual impairment and learning disabilities).

The following tools were used: the teachers' competency scale to apply the universal design for learning in inclusion schools (prepared by the researchers), the scale of students' perceptions of the universal design for learning in inclusion schools (prepared by the researchers), and the scale of environmental potentials to apply the universal design for learning in inclusion schools (prepared by the researchers).

The results of the study indicated that the competencies of general education teachers and special education teachers were low regarding their ability to apply the universal design for learning in inclusion schools.

It also referred to the lack of materials and special technological tools necessary to apply the universal design for learning, and the perceptions of normal students and students with disabilities were negative towards the universal design for learning.

The results of the study recommended the necessity to include the principles of universal design for learning within teacher preparation programs at colleges of education, and to train in-service teachers on principles of universal design for learning in order to achieve inclusion between general education and special education.