Universal Design for Learning (UDL): The Application of UDL in Early Childhood Inclusive Classrooms from Jordanian Teacher's Point of View.

Abstract

In light of a number of factors, this study aimed to determine the extent to which early childhood educators in inclusive schools in the capital  Amman utilize the concepts of Universal Design for Learning. To achieve the objectives of the study, the descriptive-analytical method was used, where the sample was selected by the available method and consisted of (300) male and female teachers. To achieve the objectives of the study, a self-assessment scale was prepared for the principles of Universal Design for Learning, which consists of (41) items, distributed over three dimensions: the principle of participation, the principle of representation, and the principle of performance and expression. The results indicated that the degree of application of the principles of Universal Design for Learning  by early childhood teachers in inclusive schools in the capital Amman from their point of view was moderate, and the results of the study indicated that there were no statistically significant differences attributed to the variable of gender and educational qualification, while the results indicated that there were statistically significant differences attributed to the variable of years of experience in favor of years of experience more than 10 years.