Mathematics Learning Difficulties: Inclusive Solutions Through Diagnostic Assessment, Assistive Technology, and Universal Design

Abstract

The paper explores an integrated way of resolving learning difficulties in mathematics (MLD) which connects diagnostic assessment, the use of assistive technology (AT), and Universal Design for Learning (UDL). Employing an explanatory-sequential mixed-methods design, our team collaborated with Grade 48 educators (n = 120) from six schools for 12 weeks. Curriculum-based measurement screeners, targeted diagnostic tasks, and a validated 40-item questionnaire formed the core of the instrument set; mechanisms were further explained through observations and interviews. Inclusive practice at large was moderate (M = 3.60), with better UDL performance (M = 3.81) compared to AT uptake (M = 3.50) or implementation climate (M = 3.40). Implementation climate showed the highest correlation with overall practice (r =.61). Welch t-tests revealed a minor gender discrepancy with females outperforming males (g = 0.38) Still neither reported UDL/AT training showed any main effect. Differences in grade band or experience were not evidenced by ANOVAs. The results imply that diagnostic-driven AT is integrated within UDL 3.0, with the availability of protected time, coaching, and technical support, often means the effective nationwide implementation of inclusive mathematics.