Date of Publication

5-6-2023

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Education | Educational Leadership

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Jasper Vincent Alontaga

Defense Panel Chair

Thelma Mingoa

Defense Panel Member

Abigail S. Rice
Arvie S. Andal

Abstract/Summary

Inclusive education (IE), which promotes equal access and participation of learners with diverse needs, has gained recognition as a key principle of modern education. Universal Design for Learning (UDL) is an evidence-based approach that provides teachers with flexible principles to design and deliver instruction that meets the diverse needs of all learners, including those with special needs. However, with the shift towards Online Distance Learning (ODL) due to the global pandemic, the application of UDL principles in Inclusive Education has faced new challenges. This study aimed to answer how UDL integration principles are employed by receiving teachers in ODL, with a specific focus on the multiple means of engagement, representation, and action and expression and to investigate the experiences of receiving teachers in integrating UDL in the ODL of LSNs in the context of inclusive education. To address these research questions, a mixed-method research approach was employed, utilizing survey and interviews to collect data from receiving teachers who are involved in online instruction for LSNs. The findings of this study revealed that receiving teachers (RTs) consistently apply various techniques under the category of multiple means of engagement. These include adjusting the difficulty and support level of tasks, facilitating peer collaboration and socialization, and offering feedback to students. They also consistently utilize various principles within the category of multiple means of representation, including activating prior knowledge, highlighting important information, and being selective in the information presented. In terms of multiple means of action and expression, RTs consistently facilitate diverse ways for students to express themselves. This includes offering options for physical responses, optimizing communication channels, and providing support for practice and performance. With regard to experiences by RTs in integrating UDL principles in ODL, the research found several challenges, such as addressing behavioral issues, dealing with technological difficulties, ensuring parental and student integrity, and managing family and household concerns.

Keywords: Universal Design for Learning, online distance learning, learners with special needs, inclusive education

Abstract Format

html

Language

English

Format

Electronic

Physical Description

271 leaves

Keywords

Web-based instruction; Inclusive education; Special education

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Embargo Period

5-6-2029

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Available for download on Sunday, May 06, 2029

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