A Classroom for All: Innovative UDL-Based Instructional Models and Media for Students with Disabilities
DOI:
https://doi.org/10.57235/qistina.v4i1.6240Keywords:
Universal Design for Learning, students with disabilities, inclusive learningAbstract
This study aims to develop an inclusive learning model and media based on Universal Design for Learning (UDL) for blind and deaf-mute students in the Special Education Study Program, Faculty of Teacher Training and Education, Universitas Islam Nusantara. The study uses a qualitative descriptive approach and follows the ADDIE development model. Data were collected through needs assessment, interviews, and observation. The results show that blind students require auditory-based media compatible with assistive technologies, while deaf-mute students require media emphasizing visuals and text. The developed products include accessible digital modules and captioned videos usable by all students. The study concludes that a UDL-based learning design effectively accommodates the diverse needs of students in an equitable and inclusive manner.
References
Ackah-Jnr, F. R., & Danso, J. B. (2019). Examining the physical environment of Ghanaian inclusive schools: How accessible, suitable and appropriate is such environment for inclusive education? International Journal of Inclusive Education, 23(2), 188–208. https://doi.org/10.1080/13603116.2018.1427808
Ahmad, F. K. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience, 6(2), 62–77.
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A content analysis of peer reviewed journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295
Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities. Social Inclusion, 3(6), 69–79. https://doi.org/10.17645/si.v3i6.420
Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807. https://doi.org/10.1080/13603116.2017.1325074
Feriani, E. (2017). Interaksi sosial dosen dengan mahasiswa difabel di perguruan tinggi inklusif. INKLUSI: Journal of Disability Studies, 4(2), 217–238. https://doi.org/10.14421/ijds.040204
Flick, U. (2017). The SAGE handbook of qualitative data collection. SAGE Publications. https://www.torrossa.com/en/resources/an/5018779
Florian, L., Black-Hawkins, K., & Rouse, M. (2016). Achievement and inclusion in schools. Routledge.
Irvan, M. (2017). Pengetahuan mahasiswa PG-PAUD UNIPA Surabaya tentang pendidikan inklusif. Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya, 13(24), 155–164. https://doi.org/10.36456/bp.vol13.no24.a772
Lintangsari, A. P., Kusumawardani, I. N., Emaliana, I., Koeswoyo, R. A., Sujannah, W. D., & Ekatina, M. (2023). Inclusive instructions: Teori dan praktik di pendidikan tinggi. Universitas Brawijaya Press.
Maydiantoro, A. (2021). Research model development: Brief literature review. Jurnal Pengembangan Profesi Pendidik Indonesia, 1(2), 29–35.
Moriña, A., & Carballo, R. (2017). The impact of a faculty training program on inclusive education and disability. Evaluation and Program Planning, 65, 77–83. https://doi.org/10.1016/j.evalprogplan.2017.06.004
Muhibbin, M. A., & Hendriani, W. (2021). Tantangan dan strategi pendidikan inklusi di perguruan tinggi di Indonesia: Literature review. JPI (Jurnal Pendidikan Inklusi), 4(2), 92–102. https://doi.org/10.26740/inklusi.v4n2.p92-102
Musti-Rao, S. (2017). Introduction to special issue: Integrating technology within classroom practices. Intervention in School and Clinic, 52(3), 131–132. https://doi.org/10.1177/1053451216644824
Nisbet, P. D. (2020). Assistive technologies to access print resources for students with visual impairment: Implications for accommodations in high stakes assessments. British Journal of Visual Impairment, 38(2), 222–247. https://doi.org/10.1177/0264619619899678
Pradana, S. (2024). Persepsi dosen dan mahasiswa terhadap pendidikan inklusif di STIT Tanggamus. Jurnal Ilmu Tarbiyah, 3(2), 93–106. https://jurnal.stittanggamus.ac.id/index.php/JIT/article/view/105
Rahma, U. (2024). Bimbingan dan konseling di perguruan tinggi: Teori dan implementasi di Indonesia. Universitas Brawijaya Press.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
QISTINA: Jurnal Multididiplin Indonesia is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
