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A Study on the Significance of UDL-Based Teaching Practices for Students with Intellectual Disabilities

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DOI: 10.23977/aetp.2022.061203 | Downloads: 46 | Views: 711

Author(s)

Yuhang Yang 1, Jinjing Ma 1

Affiliation(s)

1 Department of Education, Yunnan Normal University, Kunming, Yunnan, China

Corresponding Author

Jinjing Ma

ABSTRACT

In recent years, the Universal Design for Learning to Support Students with Intellectual Disabilities (UDL) has been used as a methodological framework in our work with students with intellectual disabilities, providing a flexible developmental environment for integrated education and addressing the learning differences of students. It plays an important role in supporting and promoting learning in general education to all students, including students with intellectual disabilities. The concepts, implementation principles, and theoretical foundations of Universal Design for Learning are explored to reveal the practical implications of Universal Design for Learning as applied to students with intellectual disabilities.

KEYWORDS

Inclusive education; UDL; intellectual disability; attending classes

CITE THIS PAPER

Yuhang Yang, Jinjing Ma, A Study on the Significance of UDL-Based Teaching Practices for Students with Intellectual Disabilities. Advances in Educational Technology and Psychology (2022) Vol. 6: 17-22. DOI: http://dx.doi.org/10.23977/aetp.2022.061203.

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