Volume 14, Issue 1, 2026

Teachers’ knowledge, implementation, universal design for learning, inclusive secondary schools

Mohammed O.A & Azanor F.O

Abstract

Global educational practice has become a transformative approach in addressing the
needs of learners with diverse needs. However, few schools are practicing universal
design for learning (UDL) principles in the Nigeria education landscape due to several
factors. The knowledge and implementation of UDL principles among teachers is
essential in order to accommodate diverse leaners, including those with disabilities.
The UDL principles promote flexible techniques and learning materials, inclusive
learning environment achievement, where all learners are privileged to achieve global
best learning. Therefore, there is a need for all teachers to be knowledgeable about
this global practice during their training or in-service training in order to align with
global practice for accessibility and inclusivity in Nigeria educational landscape. This
study examines teacher's knowledge and implementation of UDL principles among
teachers in public inclusive secondary schools in Lagos State. The study employed a
descriptive research design. Three research questions were raised to guide the study.
72 special education teachers were randomly drawn from four purposively selected
inclusive secondary schools in Lagos state. A self-designed questionnaire titled”
Teachers’Knowledge and Implementation of UDL Principles Questionnaire
(TKIUDLP) with reliability coefficient of ( r=0.81) was used for data collection. Data
collected was analysed using descriptive statistics, including frequency count, mean
and percentage. Findings revealed that teachers have little or moderate knowledge
about UDL principles with a total mean of 2. 71. It was also indicated that these
teachers’ implementation of UDL principles is partially done without a systematic
procedure that necessitates expertise and training. The study revealed several factors
that militate against implementation of UDL principles. The study recommended
intense training and re-training for teachers, particularly special education teachers
and emphasis should be geared towards strengthening teachers' understanding of
UDL principles and its practical approaches.

Keywords

Teachers’ knowledge, implementation, universal design for learning, inclusive secondary school

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