UDL and Inclusion: A Case Study of Special Education Schools in Toba Tek Singh

Abstract

This study investigates the role of Universal Design for Learning (UDL) in creating inclusive opportunities for students with physical disabilities in the special education schools of District Toba Tek Singh. UDL emphasizes proactive curriculum design that accommodates learner diversity and provides multiple ways for students to access, engage with and demonstrate knowledge. A census approach was used and data were collected from all 62 teachers working across seven institutions in the district through a standardized questionnaire. The responses were analyzed using the Statistical Package for Social Sciences (SPSS). The findings indicate that UDL practices contribute positively to the development of listening, speaking, collaborative and creative skills among students. Teachers reported that students became more confident, respectful and collaborative while also showing improvements in vocabulary and listening. Beyond academic benefits, UDL was also found to reduce social barriers such as isolation and discrimination, promoting greater acceptance within families and communities. The study concludes that UDL has the potential to transform special education by fostering both learning and social inclusion. It recommends that teacher training programs should integrate UDL principles and that schools should support family involvement to ensure sustained support for children with physical disabilities.