Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia

Abstract

The purpose of this study was to investigate the variables associated with the implementation of Universal Design for Learning (UDL) and identify the barriers that could prevent the implementation of UDL. This study included the initial perceptions of teachers of students who are deaf and hard of hearing in Riyadh, Saudi Arabia. The study discussed implications for integration of UDL in day-to-day practices as well as in the country's education policy. Therefore, this study was divided into two major stages to obtain a better understanding of UDL through teachers’ practice. The first stage was to investigate and conduct a broad assessment of the current implementation level of the three UDL principles (engagement, representation, and action and expression) and the barriers to implementing UDL among teachers in Saudi schools. The total participants in this stage were 269 teachers. The second stage was a follow-up procedure after assessing the teachers’ needs through a specially designed intervention that provided training sessions for 67 teachers. The results of the intervention indicated significant differences among teachers before and after taking the training sessions associated with their understanding and level of concern. Teachers have indicated interest in knowing more about UDL and adopting it into their practices; they reported that UDL has benefits that will enhance their performance for supporting student learning.