IMPLEMENTING UNIVERSAL DESIGN FOR LEARNING (UDL) IN NIGERIAN PRIMARY SCHOOLS: A CASE STUDY.

IMPLEMENTING UNIVERSAL DESIGN FOR LEARNING (UDL) IN NIGERIAN PRIMARY SCHOOLS: A CASE STUDY.

ABSTRACT

This case study explores the adoption and impact of Universal Design for Learning (UDL) principles in Nigerian primary schools, aiming to provide an inclusive educational environment for all learners. Recognizing the importance of flexible and accessible pedagogical approaches, this research employs a mixed-methods approach, incorporating classroom observations, teacher interviews, and student assessments. The study encompasses a diverse sample of primary schools across various regions in Nigeria. reveal that the implementation of UDL principles positively influences the learning experiences of students with diverse abilities and learning styles. Through the provision of multiple means of representation, engagement, and expression, UDL supports greater access to curriculum content and promotes active participation. The study identifies specific UDL strategies, such as varied instructional materials, flexible assessment methods, and collaborative learning opportunities, which contribute to improved learning outcomes. the study also uncovers challenges in the adoption of UDL practices, including the need for comprehensive training and professional development for educators, as well as considerations for resource allocation and curriculum adaptation. Additionally, cultural perspectives and attitudes towards inclusive education may influence the acceptance and implementation of UDL principles within the Nigerian educational context. this case study have significant implications for inclusive education policy and practice in Nigeria. Recommendations are provided for the further integration and expansion of UDL initiatives, emphasizing increased investment in professional development, collaborative planning among educators, and ongoing assessment of UDL implementation. This research contributes to the broader discourse on inclusive education and the empowerment of diverse learners. By showcasing the effectiveness of UDL principles within the Nigerian context, this study advocates for the widespread adoption and integration of flexible and accessible pedagogical approaches to create inclusive learning environments. The insights gained from this case study can serve as a foundation for further research and inform best practices in inclusive education, not only in Nigeria but also in diverse global educational contexts.

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