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Lale Khanoglan qizi Mammadova
Lecturer
Azerbaijan State Pedagogical University
Department of Special Education
Azerbaijan, Baku
ORCID: 0009-0004-0683-7191
https://10.5281/zenodo.17496729
Keywords: health-disabled, learning process, universal learning, strategy, principles
Abstract. Universality of the learning environment refers to the process of creating a learning environment that is suitable for different learners and meets their different needs. The universality of the learning environment first of all implies the creation of a fair and accessible differential learning environment for all students. In inclusive education, a differentiated learning environment aims to adapt the educational process, taking into account the individual needs and abilities of each student. It is possible to build a correct and competent classroom strategy using a universal design approach to adapt to the learning process for different categories of SIM children. Through a properly constructed strategy, the teacher can achieve any result in the learning process, can attract each of the students to the lesson, and it is possible to form cooperation and communication between the students. Universal design includes assistive devices, other support systems and arrangements that create appropriate conditions for persons with disabilities. Universal learning design serves to create a learning environment, not to change something. It serves to remove or reduce barriers to learning. The way to overcome these barriers is to create a learning environment that focuses on flexibility to achieve the learning goal.
Introduction
According to the United Nations Convention on the Rights of Persons with Disabilities, universal design is defined as “environments, products, programs, and services that are usable by all people to the greatest extent possible without the need for adaptation or specialized design.” Therefore, universal design includes assistive devices, other supportive systems, and adjustments that provide appropriate conditions for persons with disabilities. In the context of inclusive education, a key aspect of universal design is the learning environment provided for students in the classroom. The universality of the learning environment refers to the process of creating an instructional setting that is suitable for diverse learners and responsive to their different needs. This concept emphasizes that teaching and learning processes should be adaptable and inclusive across different cultures, abilities, educational levels, and individual characteristics. The universality of the learning environment primarily involves creating a fair and accessible differentiated instructional setting for all students. In inclusive education, a differentiated learning environment aims to adjust the educational process according to each student’s individual needs and abilities. This approach, based on the principles of inclusive education, ensures that students with varying abilities and needs can participate equally in the same educational setting. By applying the universal design approach to adapt the learning process for different categories of children, it is possible to develop a proper and competent classroom strategy. Through a well-structured strategy, teachers can achieve the desired learning outcomes, engage every student in the lesson, and foster collaboration and communication among students. Accordingly, classroom strategies for children with hearing impairments aim to organize the classroom environment and teaching process in accordance with their educational needs to make learning more accessible. Strategies for students with visual impairments are designed to facilitate their learning and adapt the environment to their individual requirements. When developing classroom strategies for students with physical disabilities, it is essential to adjust the environment to accommodate their diverse needs. Strategies for children with intellectual disabilities require specific approaches to support both their education and social skill development. Finally, strategies for children with communication and integration difficulties aim to facilitate their educational experience and promote the development of social skills.
Main part. Applying universal learning design in the classroom helps develop children’s self-awareness, communication skills, self-regulation, and social awareness. The use of universal learning design is shaped by ongoing advances in educational research and practice. It provides teachers with a robust framework to create an inclusive and engaging learning environment for all students.By applying these principles, teachers can design flexible instructional plans that support the success of every student. Additionally, these principles assist teachers in planning and assessing lessons that are inclusive of all learners in the classroom. The key principles include:
1. Multiple means of representation;
2. Multiple means of action and expression;
3. Multiple means of engagement [Ministry of Education of the Republic of Azerbaijan, 2013].
Multiple Means of Representation. According to this principle, content should be developed and presented flexibly, and a variety of instructional methods and strategies should be employed to ensure effective learning. To achieve this, teachers observe and identify each student’s unique learning pathways and select methods that best suit their individual needs. This principle of universal learning design is particularly necessary because considering students’ needs and selecting appropriate methods reduces potential barriers to learning. Teachers can present information in multiple formats and provide various support mechanisms to help students better understand the material. Under the principle of multiple means of representation, students must comprehend the content being taught, understanding both what and how they are learning. It is essential to ensure that every student grasps the lesson content. For example, mathematical expressions and symbols should be explained and demonstrated in different ways. Presenting textbooks or materials in multiple formats involves delivering the same content through various media (visual, auditory, etc.) and providing students with diverse tools and resources to access information in multiple ways.
Multiple Means of Action and Expression. As is well known, the purpose of instruction is not merely to teach students knowledge and skills, but also to provide them with opportunities to demonstrate and apply what they have learned. Students may express themselves in different ways; some may communicate more effectively verbally, while others may prefer writing or alternative forms of expression. Therefore, teachers should create opportunities for students to express themselves and provide freedom of choice in self-expression and communication. This principle allows students to demonstrate their understanding and enables teachers to assess their knowledge and skills effectively. The principle of multiple means of action and expression emphasizes that students should have the freedom to express the learned content according to their preferred modes. For example, students can be encouraged to demonstrate their knowledge and skills through various means, including oral, written, visual, and practical formats. It is important to enable students to actively participate in the learning process and use methods that align with their individual learning styles.
Multiple Means of Engagement. For students to fully comprehend the lesson content, it is essential that they are actively engaged and interested in the learning process. To achieve this, teachers should employ diverse and flexible approaches to motivate students. Properly structured motivation is a key condition for effective learning because it activates students’ cognitive processes and encourages active participation.
The principle of multiple means of engagement emphasizes that students should interact with content that sparks interest and motivates learning. It is crucial to relate learning to real-life situations and maintain continuous engagement. Teachers should provide opportunities for self-expression and employ various strategies to enhance students’ motivation and capture their attention, thus ensuring that learners remain actively involved in the educational process.
The principles of universal learning design help establish that individual differences are not exceptions but the norm. Therefore, the curriculum should be adapted to accommodate learners’ differences and diversity. Learners’ differences and diversity can be summarized as follows:
• Each child is unique (physically, socially, and intellectually);
• Each child learns differently (visually, auditorily, kinesthetically, logically, musically, intrapersonally, interpersonally);
• Identify barriers and leverage differences to enhance learning;
• Apply the principles of universal learning design to ensure the learning of all children [TIPII, 2018].
Although technology is an important factor in implementing the principles of Universal Learning Design (ULD), it is not an absolute requirement. In many schools, teachers may face challenges such as outdated computers or insufficient software when implementing curricula, yet effective ULD instruction can still be achieved without advanced technology.
During classroom instruction, there are several key principles and strategies to consider for applying Universal Learning Design:
1. Accessibility and Inclusivity: ULD should be accessible to students with diverse learning styles and abilities. This involves providing resources in multiple formats and ensuring equal access to materials for all learners.
2. Diversity and Personalization: ULD should offer various activities and materials to address different learning needs, allowing students to choose learning paths that suit their individual requirements.
3. Ongoing Assessment: Continuous assessment and monitoring of children’s progress are essential in ULD. This enables teachers to adjust instruction according to students’ needs.
4. Motivation and Engagement: ULD should be designed to enhance learners’ motivation and engagement, which can be achieved through diverse stimuli and learning activities.
5. Use of Technology: Technology and digital resources should be employed effectively in ULD to provide access to materials and activities that accommodate different learning styles.
6. Feedback and Support: ULD should ensure timely and constructive feedback, helping learners better understand and improve their learning processes.
7. Collaboration and Teamwork: ULD should promote collaboration and teamwork among children, enhancing social skills and fostering cooperative learning.
8. Accessible Resources: ULD should provide materials in various formats (text, images, video, audio) to support learners in using resources that match their preferred learning styles.
9. Intercultural Respect: ULD should consider the needs of children from diverse cultural backgrounds and foster intercultural respect (Agayeva & Aliyeva, 1999).
By adhering to these principles and strategies, Universal Learning Design creates an inclusive, equitable, and effective learning environment. ULD is significant because it helps accommodate all learners and plan lessons that meet the needs of everyone in the class. Rather than changing learners, ULD serves to structure the learning environment, removing or reducing barriers that impede learning. Eliminating these barriers involves creating a flexible learning environment that supports achievement of learning objectives.
Universal Design is not limited to the physical environment; it also includes assistive devices and supportive systems that provide accommodations for individuals with disabilities.
Conclusion
When organizing universality in the learning environment, teachers must pay attention to several aspects and ensure they are properly arranged. These include:
• Classroom layout: The classroom should be a space designed to support attention and development. Small modifications in the classroom environment can make it easier for students with special needs to focus or access educational resources. It is not necessary to completely rearrange the classroom — even minor adjustments can make a significant difference. The layout should allow enough space for movement and accessibility, including for wheelchair users.
• Creating a quiet area: For example, students with visual impairments often require clear auditory cues to understand the environment, while students with hearing impairments need minimal background noise to comprehend teachers and classmates. Limiting distracting sounds is therefore important.
• Reducing visual clutter and distractions: While bright and colorful wall decorations may seem engaging, excessive visual stimuli can sometimes be counterproductive. Overly cluttered spaces may distract children, especially those with autism or attention-deficit/hyperactivity disorder (ADHD).
• Use of visual supports: Visual supports such as charts, graphics, and tangible materials can enhance understanding and communication for students with special needs. Visuals can reinforce learning concepts.
• Breaking tasks into smaller steps: For students with special needs, dividing tasks into smaller, manageable steps reduces overload and supports success. Teachers should provide clear instructions for each step and track progress to reinforce achievements.
• Adjusting lighting: Classroom lighting can significantly affect how students learn and process information.
• Adapting furniture: Adjusting chair heights or modifying objects such as door handles can assist children with fine motor difficulties.
• Designating a special learning space: Create a specific area at home or in the classroom that is free from distractions and conducive to learning. This can be a corner of a room or a separate area where the child can engage in educational activities. Materials and resources should be easily accessible to encourage independent learning.
• Positive reinforcement: Positive reinforcement encourages desirable behaviors and motivates learning. Recognize and praise a child’s efforts and achievements, even if small. Reward systems such as badges, stickers, or charts can provide additional motivation and strengthen positive behavior.
• Providing clear and concrete instructions: Use clear, simple language when giving instructions or explaining concepts. Break instructions into simple and concrete terms that the child can understand. Reinforce verbal instructions with visual aids, gestures, or demonstrations to enhance comprehension.
It is important to remember that each child is unique, and finding the most effective strategies and techniques may take time. Teachers must be patient and flexible, acknowledging progress and small achievements. In addition, parents play a crucial role in supporting a child’s growth, confidence, and independence by creating a structured learning environment at home. Implementing these strategies can create an educational setting where children can develop academically, emotionally, and socially.
References
1. Ministry of Education of the Republic of Azerbaijan. (2013). Inclusive education [Course material for bachelor’s level preparation]. Azerbaijan Teachers’ Institute. p.36
2. On the state of inclusive education in Azerbaijan. (2018). Baku: p.12
3. Agayeva, T. H., & Aliyeva, S. M. (1999). Theoretical and practical issues of speech therapy. Maarif. p.31
4. European Union, Ministry of Education of the Republic of Azerbaijan, UNICEF, & Regional Development Public Union. (2019). Reading material for the professional development program on teaching in inclusive classrooms. p.42
5. TIPII. (2018). Organization of teaching in inclusive classrooms: Reading material. Baku: p.54
6. RIIB, & UNICEF. (2019). Teacher development programs in inclusive education. Baku: p.121
7. RIIB. (2018). Inclusive education: Information booklet. Baku: p.95
8. ARTI. (2021). Organization of inclusive teaching in preschool preparatory groups: Methodological guide for teachers. Baku: p.87
9. Republic of Azerbaijan. (2001, June 5). Law on the education of persons with disabilities (special education), 136–IIQ.