Implementation of Universal Design for Learning (UDL) in Inclusive Education: A Study of Primary and Secondary Education Units

Abstract

This study examines the implementation of Universal Design for Learning (UDL) in the South Papua region by analyzing the level of implementation and various factors that influence its success at the primary and secondary education levels. The study adopted a quantitative methodology through a cross-sectional survey involving a representative sample of the teacher population in various educational institutions. Data were analyzed using non-parametric statistics based the characteristics of non-normal data distribution and sample heterogeneity, such as Kruskal-Wallis Test, Spearman Rank Correlation, Friedman and Mann-Whitney U Test. The findings revealed that there was no significant variation in the implementation of UDL among the different levels of education. However, the study identified two key factors that substantially affect the effectiveness of UDL implementation, including the availability of school facilities and the level of administrative support. The findings underscore the urgency of developing educational infrastructure and formulating policies that support inclusive education. The practical implications of the study include recommendations for the development of a comprehensive UDL training program and school resource capacity building strategies. This is necessary to ensure the sustainability and effectiveness of inclusive education practices in the region.