Navigating Inclusion through Universal Design for Learning: Insights from a Ghanaian Special School

Abstract

This study explores the understanding and implementation of Universal Design for Learning (UDL) among teachers at Yumba Special School in Ghana, a school that serves learners with intellectual disabilities. Guided by four research questions, the study examined teachers’ conceptual awareness of UDL, the barriers and enablers to its application, the perceived benefits for learners, and recommendations for improving its implementation. Using a qualitative design, data were collected through in-depth interviews with 12 participants and analysed thematically. Findings revealed that while most teachers were unfamiliar with UDL as a formal framework, they intuitively employed practices aligned with its principles, including multisensory instruction, flexible learner engagement, and varied modes of expression. However, implementation was largely reactive due to limited training, lack of planning resources, and minimal access to instructional technology. Despite these challenges, teachers reported notable improvements in learner participation, confidence, and behaviour when using UDL-aligned strategies. For instance, some reported that learners who typically remained passive became more engaged when lessons involved visual aids or practical tasks. The study highlights the potential of UDL to enhance inclusive education in low-resource special schools. It recommends stronger integration of UDL into teacher education, provision of inclusive planning tools, leadership support for inclusive pedagogy, and expanded access to teaching technology. The findings contribute to the growing discourse on contextualising inclusive education frameworks within low-resourced regions