تقديرات الطلبة ذوي الإعاقة وخبراتهم التعليمية لتطبيق مبادئ نموذج التصميم الشامل للتعلم في جامعة اليرموك

Ali Alodat; Sheren  Al-Gharaibeh

doi:10.35516/edu.v50i3.2500

Authors

Ali Alodat Department of Counseling and Educational Psychology, Faculty of Education, Yarmouk University, Irbid, Jordan. https://orcid.org/0000-0003-1278-1257
Sheren Al-Gharaibeh Department of Counseling and Educational Psychology, Faculty of Education, Yarmouk University, Irbid, Jordan. https://orcid.org/0000-0002-3786-9397

DOI:

https://doi.org/10.35516/edu.v50i3.2500

Keywords:

Students with disabilities, universal design for learning, higher education

Abstract

Objectives: The current study aims at identifying students with disabilities' estimation of educational experiences according to the application of Universal Design for Learning principles at Yarmouk University.

Methods: The study employed a mixed-design approach to assess students with disabilities' perceptions of Universal Design for Learning principles. The scale had 39 items and was administered to 121 purposefully selected students with disabilities. Additionally, four students participated in semi-structured interviews. A five-point Likert scale (ranging from strongly agree to strongly disagree) was used, with the following criteria: low level (1-2.33), medium level (2.34-3.67), and high level (3.68-5) to assess students' estimations based on item responses and total scores.

Results: The results showed that the degree of students with disabilities' estimation of applying the Universal Design for Learning principles at Yarmouk University was medium (2.87). The results also indicated that there were no significant differences at the level of significance (α≤0.05) in the students' estimation degree due to the study variable (gender, level of study, type of disability, college). The results also showed that the educational experiences of students with disabilities at Yarmouk University were varied. Still, in general, most of these students were satisfied with the quality of public services provided at the university.

Conclusions: Universal Design for Learning principles are a critical component of any educational system that should be included within the faculty preparation programs and implemented effectively in planning and designing educational services for students with disabilities in higher education institutions.

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