Technology Enabled Capacity Building for Teachers in Inclusive Evaluation: UDL Best Practice

Abstract

As we all know, Universal Design for Learning (UDL) is an approach to teaching and learning that gives all students an equal opportunity to succeed. The present study is an experimental attempt to examine the significance of Universal Design for Learning (UDL) principles in inclusive evaluation. To strengthen the difficulties faced by the teachers in inclusive evaluation, the investigator adopted the purposive sampling method in the study entitled “Technology Enabled Capacity Building for Teachers in Inclusive Evaluation: UDL Best Practice.” This sampling technique can be effective in exploring anthropological situations where the discovery of meaning can benefit from an intuitive approach. Thirty-two participants of the research were chosen from Noida, U.P government, and non-government schools. Out of these, 15 were male teachers and 17 were female teachers who were made into two groups; the same participants were divided by qualification; 15 teachers were qualified with undergraduate, and the remaining 17 were post-graduate teachers. 16 teachers were employed in government schools, and the other half of teachers (16) were working in non-government schools. The independent variables of the study were teachers’ gender, qualification and school of employment. A quasi-experimental design was adopted for the research; there was no control group. The main aim of the study is to analyze the challenges of teachers in the technology-incorporated evaluation process and build digital capacity with the help of Universal Design for Learning (UDL) principles to create an equitable, inclusive learning environment.