UNIVERSAL DESIGN FOR LEARNING (UDL) BASED INCLUSIVE CLASSROOMS: A SUSTAINABLE PATHWAY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES

UDL is an outline designed to remove barriers to learning by foreseeing and addressing the varied needs of students. The principal goal of the study is to elucidate the implications of UDL as a sustainable pathway for children with mild intellectual disabilities CWMID to access inclusive classrooms. The existing status of education systems for CWMID necessitates changes in classroom environments to enhance accessibility. The UDL framework supports creating better systems to improve education for all learners in inclusive classrooms. It addresses the difficulties faced by children with mild intellectual disabilities CWMID in classrooms. It encourages teachers to develop multiple ways for students to access and engage with the learning environment, aiming for expected outcomes. The UDL framework helps teachers understand diverse learning strategies to be more inclusive, providing guidance and support to continue mastering knowledge and fostering holistic development for CWMID. This paper highlights the role of UDL in improving access for CWMID to inclusive classrooms and enhancing their academic performance. The UDL framework is frequently endorsed as an inclusive training strategy that integrates all students within modern classrooms. The authors discuss the importance of enhancing classroom learning strategies through UDL, creating a pathway for CWMID to access inclusive education.