The  The Implementation of Universal Design for Learning in English Instruction at an Inclusive Elementary School

Ramadhani Uswatun Khasanah; Fendy Yogha Pratama; Ika Vitasari; Hanan Fakhriya Qonita

doi:10.56741/IISTR.ijlree.002251

Authors

Ramadhani Uswatun Khasanah
ramadhani.khasanah@pgsd.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0009-0008-8080-2981
Fendy Yogha Pratama Universitas Ahmad Dahlan https://orcid.org/0009-0003-4945-4812
Ika Vitasari Intis School
Hanan Fakhriya Qonita Universitas Ahmad Dahlan

DOI:

https://doi.org/10.56741/IISTR.ijlree.002251

Keywords:

Elementary Schools, English Instruction, Inclusive Learning, Universal Design for Learning

Abstract

Inclusive education in elementary schools ensures equitable learning opportunities for students with diverse needs; however, instructional practices often assume learner homogeneity. This study investigates the implementation of the Universal Design for Learning (UDL) framework in English language instruction at an inclusive elementary school in Yogyakarta, focusing on the principles of multiple means of engagement, representation, and action and expression. Employing a qualitative case study design, data were collected through in-depth interviews, classroom observations, and document analysis, and examined using an interactive analysis model. The findings indicate that UDL is implemented contextually, particularly in engagement and representation, as teachers utilize game-based learning, participatory activities, and multimodal resources to enhance motivation and accessibility. However, implementation of action and expression remains limited, particularly in assessment practices, which are still largely standardized and dominated by written tests. These findings suggest that UDL implementation remains at an emerging stage, where diverse instructional strategies have not yet been fully aligned with differentiated assessment approaches. This study contributes to the limited literature on UDL in English language teaching in inclusive elementary contexts in Indonesia and highlights the need to strengthen teachers’ competencies in designing flexible and differentiated assessments.

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Author Biographies

Ramadhani Uswatun Khasanah, Universitas Ahmad Dahlan

is the English lecturer of the Elementary Teacher Education Department, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia. Her professional interests focus on teaching English to Young Learners, inclusive education, and instructional strategies in Elementary School. She is committed to advancing educational practices, especially in the Elementary School scope. (email: ramadhani.khasanah@pgsd.uad.ac.id).

Fendy Yogha Pratama, Universitas Ahmad Dahlan

is a Lecturer in the Primary School Teacher Program at Universitas Ahmad Dahlan, Yogyakarta. His research focuses on teaching the Indonesian language as a Foreign Language, reading difficulties, language and literacies, and teaching methods. (email: fendy.pratama@pgsd.uad.ac.id)

Ika Vitasari, Intis School

is an English teacher in an elementary school. She has been teaching English to children since 2018. She is teaching at SD Intis School, Yogyakarta. Her experience is almost seven years in English for children, especially English for inclusive students. She is also the coordinator for developing English teachers in her school. She has graduated from the Teacher Professional Education Program from the Ministry of Education. She has participated in a Cambridge curriculum seminar. (email: vitasaririsqi@gmail.com).

Hanan Fakhriya Qonita, Universitas Ahmad Dahlan

is an undergraduate student in the Elementary Teacher Education Department, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia. She is currently in her fourth semester. Her academic interests include elementary education, instructional media, and innovative teaching strategies for young learners. (email: 2411005055@webmail.uad.ac.id)

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