UNIVERSAL DESIGN FOR LEARNING AS A TOOL FOR DESIGNING AN INCLUSIVE PHYSICS LESSON

Abstract

The article reveals the potential of Universal Design for Learning (UDL) as an effective approach to designing an inclusive physics lesson. It is shown that, in the context of the reform of Ukrainian education and the development of an inclusive learning environment, the issue of ensuring equal access for all students to high-quality science education is of particular relevance. UDL offers a systematic framework that makes it possible to consider the diversity of learners’ educational needs and learning styles, providing multiple means of perception, comprehension, and expression of knowledge. The study analyzes the typical barriers faced by physics teachers when organizing the educational process in inclusive classrooms, including the lack of methodological recommendations for adapting learning content, insufficient teacher readiness for individualizing tasks, and limited use of digital tools to support students with special educational needs. An analytical review of current scientific sources and practical studies confirms the effectiveness of the three core UDL principles – multiple means of representation, multiple means of engagement, and multiple means of action and expression – in the context of teaching STEM disciplines. Based on theoretical analysis and generalization of pedagogical experience, a structural model of an inclusive physics lesson is presented. It encompasses the macro level (general didactic goals, competence potential, organizational forms), the micro level (methods, techniques, didactic tools, digital resources), and the integrated level (psychological and pedagogical support strategies). The study outlines several ways to support students in learning, including errorless learning, scaffolding, pre-teaching, and peer tutoring. The paper proposes a lesson design approach based on the transformation of the traditional model into one that incorporates the principles of UDL, ensuring accessibility and engagement for all students in the educational process. The results of the study have practical significance for physics teachers, methodologists, inclusive education specialists, and curriculum developers.