Year: 2024 | Month: March | Volume: 11 | Issue: 3 | Pages: 271-280
DOI: https://doi.org/10.52403/ijrr.20240335
Effectiveness of Universal Design of Learning for Students with Mild Intellectual Disabilities – A Review
Yashvinder Kapil1, Prof. J. Sujathamalini2, Tarak Halder3
1Research Scholar Ph. D (Special Education) Department of Special Education and Rehabilitation Science Alagappa University, Tamil Nadu, India
2(Prof. & Head) Dean, Faculty of Education Department of Special Education and Rehabilitation Science Alagappa University, Tamil Nadu, India
3Teaching Assistant, Department of Special Education and Rehabilitation Science Alagappa University, Tamil Nadu, India
Corresponding Author: Yashvinder Kapil
ABSTRACT
A special education programme is required for kids who have intellectual disabilities. To help these kids learn how to cooperate while engaging in activities, various activities like music, dance, yoga arts and crafts etc. may be offered. They need to teach practical skills and daily tasks rather than academic knowledge. The misconception is that institutional training is the only way to teach children with intellectual disabilities. To learn about autonomous living, they require attention and inclusion. The Govt also offers additional services and educational opportunities for children with intellectual disabilities. Universal Design for Learning (UDL) is a framework that assists educators in minimizing obstacles and enhancing learning opportunities for every student. It is an instructional approach designed to cater to the diverse needs and capabilities of all learners, eliminating unnecessary challenges in the learning journey. Several pieces of literature have been published, illustrating the efficacy of Universal Design for Learning (UDL) in enhancing learning across various subjects for children with intellectual disabilities. Evidence suggests that UDL aids in accessing the general education curriculum, resulting in improved learning outcomes and growth in essential skills such as reading, writing, comprehension, decision-making, life skills, and social skills. These advancements are pivotal in enabling students to lead dignified and standard lives. Researchers in the field recommend further investigation to solidify the evidence supporting the assertions made in this paper.
Keywords: Universal design of learning, Children with intellectual disabilities, Autonomous, Hurdles
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