• Neha Dey

  Author

The traditional method of teaching the English language, the approach of one-size-fits-all, is typically a means of subjecting neurodiverse students, in particular, dyslexia, ADHD and Autism Spectrum Disorder (ASD) to a systemic impediment. The research paper discusses how the Universal Design of Learning (UDL) model can be effective in meeting the needs of such students in the inclusive English classrooms. With a mixed-methods research design, the research followed 40 neurodiverse secondary students and 6 educators throughout one academic term. The combination of structured classroom observations, pre- and post-intervention surveys, and semi-structured teacher interviews was used to collect the data. The intervention was informed by the three pillars of UDL which entail providing multiple means of engagement, representation, and action/expression through multimodal tools, such as text-to-speech software, digital choice boards, and visual storytelling. The findings reveal a 35% increase in student active participation and substantial growth in language acquisition measures, specifically reading comprehension and narrative writing. This is because of the assistive technology that enabled students to overcome mechanical and decoding barriers and engage in higher-order critical thinking which had been hidden before. The experience of teachers proved that although the first stage of curriculum design demands more time commitment, the outcome in terms of the decreased number of behavioral disturbances and the enhanced independence of learners leads to a more productive learning process. The paper concludes that UDL is not a luxury accommodation but a pedagogical paradigm shift that contributes to equity. It suggests that educators and policymakers should focus more on systemic professional growth in inclusive design to make digital accessibility a key characteristic of the current English curriculum.

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