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Exploring How Universal Design for Learning (UDL) Empowers the Professional Development of Rural Inclusive Education Teachers

Author(s)

Xianhao Wang1, Peng Zhou2

Affiliation(s)

1School of Teacher Education, Heze University, Heze, Shandong, China 2College of Special Education, Daegu University, 201 Daegu-daero, Jinryang-eup, Gyeongsan-si, Gyeongsangbuk-do, South Korea

Abstract

Resource room teachers are vital drivers of special education development in rural areas, yet they commonly face challenges such as limited professional knowledge, insufficient teaching resources, outdated training mechanisms, and a weakened sense of professional identity. Grounded in the principles of Universal Design for Learning (UDL), this paper provides an in-depth analysis of effective implementation pathways for inclusive education in rural contexts, aiming to construct a support system tailored to rural needs. Integrating UDL into inclusive teaching practices can not only significantly enhance teachers’ competencies in differentiated instruction but also fundamentally reshape educational mindsets, fostering a shift from a "remedial" approach toward "preventive" and "proactive" strategies. In doing so, it offers both theoretical support and practical pathways for advancing the high-quality development of inclusive education in rural areas.

Keywords

Universal Design for Learning; Rural Education; Inclusive Education; Teacher Professional Development; Support System

References

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