ASSESSING IMPACT OF UNIVERSAL DESIGN FOR LEARNING BASED INTERVENTIONS ON READING COMPETENCIES OF STUDENTS WITH INTELLECTUAL DISABILITIES

Reading difficulties continue to hinder academic participation and inclusive learning among students with intellectual disabilities, necessitating flexible and accessible instructional approaches. This review critically examines the effectiveness of Universal Design for Learning (UDL)– based interventions in enhancing reading competencies among learners with intellectual disabilities. Using a structured review and analytical synthesis of fifteen peer-reviewed studies published between 2010 and 2024, the impact of UDL-aligned strategies on decoding, fluency,vocabulary, and reading comprehension was analysed. The findings indicate significant improvements in comprehension and vocabulary with moderate gains in decoding and fluency, particularly for learners with mild to moderate intellectual disabilities. However, limited evidence for learners with severe disabilities highlights important directions for future research within the Indian educational context.