Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities

Adnan Nasser Al Hazmi, Aznan Che Ahmad


The issue concerned with enhancing support to the intellectually disabled students for enabling them to access the
general education has gained significant importance in the recent years all over the world. The intellectually disabled
students suffer from neurodevelopmental disorders that acts as a barrier to the normal functioning of the brain and
slow down the learning abilities and proper development of an individual. The presence of intellectual disabilities
affects both the mental and physical well-being of the students by causing issues for them to understand, think
logically, speak, remembering things, and find solutions to the problems. Many research studies are conducted across
the world for finding the ways and designing innovative models that can help in increasing the access to general
education for these students with special needs. The universal design for learning framework also aims at providing
support to the intellectually disabled students for gaining access to general education by enhancing their intellectual
functioning and ability to adapt.

Full Text:


DOI: https://doi.org/10.5430/wje.v8n2p66


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.