INTEGRATING UNIVERSAL INSTRUCTIONAL DESIGN INTO SPECIAL EDUCATION TEACHER TRAINING: A REVIEW OF RESEARCH, PRACTICE, AND FUTURE DIRECTIONS

Abstract

This conference paper provides a comprehensive overview of the integration of Universal Design for Learning (UDL) principles into the preparation of special education teachers. It argues that a philosophical shift is required in modern educational practice to move beyond reactive interventions and embrace a proactive, design-based approach that addresses diverse student needs.

The study, conducted with 30 teachers from Akhaltsikhe public schools using a focus group, aimed to explore their perceptions and practical application of UDL. The findings indicate that while teachers recognize the importance of UDL, its implementation is significantly hampered by key barriers, including limited time, a lack of institutional support, and a deficit of specialized knowledge.

The successful implementation of UDL demands a collective cultural change and shared responsibility among educators and school administration. Based on these findings, the paper offers actionable recommendations for future teacher training programs, focusing on curriculum integration, collaborative professional development, and the strategic use of technology to build a more equitable and inclusive educational system.