Teachers’ Perception Regarding Designing of Assessment Through Universal Design of Learning (UDL)

Abstract

Universal design is the process of creating physical, educational and professional environments that are accessible to people of all ages, sizes and abilities. Universal design benefits everyone, including persons with disabilities. The study was a case study of Toba Tek Singh District's special education institutions. The information provided by the Focal Person of the Special Education Wing in District Toba Tek Singh indicates that the district has seven special educational institutions; two in Tehsil Kamalia, one in Tehsil Pirmahal, three in Tehsil Toba Tek Singh, and one in Tehsil Gojra. There are 17 teachers in Tehsil Kamalia, 3 in Tehsil Pirmahal, 29 in Tehsil Toba Tek Singh, and 13 in Tehsil Gojra working in these 7 special education institutions. Thus, the sample for the current study consists of these 62 teachers in total. The information was gathered using a standardized questionnaire. The Statistical Package for Social Sciences (SPSS) was used to examine the data that was gathered. It was concluded that UDL encourages the use of formative assessments that are valid, track individual progress, and engage students through interactive techniques like polls and think-pair-share. Summative assessments designed under UDL emphasize multiple ways for students to demonstrate learning and focus on final performance outcomes. Diagnostic assessments through UDL are formative in nature, prioritizing self-reflection and personalized understanding of learning needs. Overall, UDL provides an inclusive framework that not only supports academic growth but also addresses social challenges and assessment strategies, ensuring a holistic approach to education. It was suggested that teachers should employ formative assessments regularly to monitor student progress. Schools should encourage family involvement to support students’ social development. Teachers should promote collaborative skills through group activities. Educators should design diagnostic assessments to identify individual learning gaps. Schools should foster inclusive practices to reduce discrimination in public spaces.