Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
Exploring Teacher Beliefs and Experiences in Implementing Universal Design for Learning in Early Childhood Inclusive Classrooms
Alexander Gariba, Esther Shardey
20 July 2026 · Vol. 2, Issue 7, pp. 1274-1279
DOI: 10.65150/EP-jsshrs/V2E7/2026-30
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What is this article about?
Universal Design for Learning (UDL) provides a framework for inclusive, learner-centered early childhood classrooms. Despite its growing advocacy, little is known about teachers’ beliefs, experiences, and practices in implementing UDL.
Article at a glance
- Published
- 20 July 2026
- Volume / issue / pages
- Vol. 2, Issue 7, pp. 1274-1279
- ISSN
- 3051-3561 (online) · 3051-3553 (print)
- Licence
- CC BY 4.0 — free to read and reuse with attribution
- Peer review
- Double-blind, at least two independent reviewers
- Publisher
- EP Journals Group
Abstract
Universal Design for Learning (UDL) provides a framework for inclusive, learner-centered early childhood classrooms. Despite its growing advocacy, little is known about teachers’ beliefs, experiences, and practices in implementing UDL. The review is a synthesis of evidence on conceptualization and implementation of UDL by teachers in early childhood inclusive teaching. The synthesis demonstrates conceptualization of UDL as a universal, inclusive pedagogic model based on proactive design, learner variability, and equity as opposed to a remedial or special education model. Teachers demonstrated predominantly positive attitudes toward UDL, linking it to inclusion, engagement, and ethical, relational practice, while also reporting workload, training gaps, and institutional constraints as barriers to implementation. Effective implementation is characterized by purposeful planning, data-driven decision-making, the practice in collaboration, and the long-term professional learning. The main principles of UDL were systematically manifested in the classroom setting through multimodal presentation, multiple opportunities to play and act, and adaptable interaction models that encouraged self-direction, control, and agency. Structural conditions, leadership support, digital infrastructure, and cultural responsiveness strongly shaped implementation quality and sustainability. Overall, teachers view UDL as a flexible, universal framework that enhances engagement, autonomy, and inclusion. Planning, professional learning, collaboration and sustained support are required to achieve effective implementation. These findings highlight the need for targeted teacher training and institutional strategies to support sustained UDL adoption.
Keywords: Universal Design for Learning, Early Childhood Education, Inclusive Pedagogy, Teacher Beliefs, Professional Development
Cite this article
Alexander Gariba, & Esther Shardey (2026). Exploring Teacher Beliefs and Experiences in Implementing Universal Design for Learning in Early Childhood Inclusive Classrooms. Journal of Social Science and Human Research Studies, 2(7), 1274-1279. https://doi.org/10.65150/EP-jsshrs/V2E7/2026-30
@article{Alexander2026,
title = {Exploring Teacher Beliefs and Experiences in Implementing Universal Design for Learning in Early Childhood Inclusive Classrooms},
author = {Alexander Gariba and Esther Shardey},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {7},
pages = {1274-1279},
doi = {10.65150/EP-jsshrs/V2E7/2026-30},
url = {https://doi.org/10.65150/EP-jsshrs/V2E7/2026-30}
}Questions about this article
Who wrote this article?
Alexander Gariba, Esther Shardey.
Where and when was it published?
In Journal of Social Science and Human Research Studies, Volume 2, Issue 7, pages 1274-1279, published by EP Journals Group on 20 July 2026.
Is this article free to read?
Yes. It is open access under a Creative Commons Attribution 4.0 (CC BY 4.0) licence, so anyone can read, share and reuse it with attribution.
What is the DOI of this article?
10.65150/EP-jsshrs/V2E7/2026-30 (https://doi.org/10.65150/EP-jsshrs/V2E7/2026-30).
How do I cite this article?
APA: Alexander Gariba, & Esther Shardey (2026). Exploring Teacher Beliefs and Experiences in Implementing Universal Design for Learning in Early Childhood Inclusive Classrooms. Journal of Social Science and Human Research Studies, 2(7), 1274-1279. https://doi.org/10.65150/EP-jsshrs/V2E7/2026-30
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