Examining the Efficacy of Universal Design for Learning (UDL) Training in Meeting the Needs of English Language Learners with Disabilities

Abstract

This study looks into the succession of the UDL training for teachers and then how their implementation of the UDL principles for their classrooms could bring about better educational outcomes for the ELLs who are in addition to the special needs setting. The testing of the Asir region in Saudi Arabia in our research was done by pre-and post-training tests, trying to find changes in the teachers' knowledge, the ways they apply UDL and their views about inclusion. Findings indicate the level of efficiency achieved in all areas(post-training), which illustrates a strong connection between ULD principles’ improvement and their practical application in classrooms. The study shifts the focus to the key factor that professional development plays in obtaining, maintaining, and reforming educational processes, which are successfully able to answer the questions of diversity. Problems about inadequate resources and ongoing expertise support were seen to be the issues which further indicate the need for thoroughness in bringing UDL to education systems universally. These results confirm the importance of UDL training in teacher education, which in turn gives rise to the development of inclusive education along with further provision of equal courses for students with disabilities.