درجة تحقق مبادئ التصميم الشامل للتعلم في منهاج رياض الأطفال التطوري (المستوى الثاني) من وجهة نظر معلمات الروضة

Heba Jamal Abu Jassar; Ali Mustafa Aleaimat

doi:10.35516/Edu.2025.11632

Authors

Heba Jamal Abu Jassar Early Childhood Department, Queen Rania Faculty for Childhood, The Hashemite University, Zarqa, Jordan https://orcid.org/0000-0001-8598-013X
Ali Mustafa Aleaimat Early Childhood Department, Queen Rania Faculty for Childhood, The Hashemite University, Zarqa, Jordan https://orcid.org/0000-0002-3401-377X

DOI:

https://doi.org/10.35516/Edu.2025.11632

Keywords:

Universal Design for Learning (UDL) principles, developmental kindergarten curriculum, kindergarten teachers, perspectives, jordan

Abstract

Objectives: This study aimed to determine the degree to which the principles of Universal Design for Learning (UDL) are fulfilled in the Level Two developmental kindergarten curriculum in Jordan, from the viewpoints of kindergarten teachers. It also sought to identify whether significant differences exist based on the variables of region, academic qualification, and teaching experience.

Methodology: A descriptive survey method was adopted. A stratified random sample of 343 female teachers from governmental kindergartens in Jordan was selected. To achieve the study’s objectives, a 43-item questionnaire was developed based on the three main UDL principles. The psychometric properties of the tool were verified.

Results: The findings revealed that the overall level of UDL principles’ fulfillment in the curriculum was moderate. The dimensions of providing multiple means of action and multiple means of representation also scored moderately, while the dimension of providing multiple means of engagement scored high. No statistically significant differences were found across all dimensions based on region, academic qualification, or teaching experience.

Conclusions: The results highlight the need to strengthen the integration of UDL principles into the kindergarten curriculum. The study recommends equipping the curriculum with modern technological tools such as tablets and interactive applications to support children with disabilities. It also suggests using visual aids and sign language to support children with speech or hearing difficulties, interactive screens and tactile models to enhance accessibility, and tools to assess children’s emotional development.

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