Remedial Teachers Considerations To Integrate Universal Design For Learning (Udl) And Assistive Technology (At): A Book Review


  • NorHamidah Ibrahim, Mohd Hanafi Mohd Yasin, Siti Noor Aneeis Hashim, Muhd Zulhilmi Haron, Azlina Haron, Mohd Arafat Jaafar, Salina Abdullah


no keywords


Nearly a quarter of the world’s more than 2 billion children are still out of school. In low- and middle-income countries, at least half of children with disabilities are excluded from school; in some cases, the figure is closer to 90%. These children face a number of challenges, including difficult travel to school due to wheelchairs, remote and inaccessible rural areas, congested roads in the capital, and a lack of easily accessible transportation. When children go to school, teachers are generally not trained or supported in adapting the curriculum to children with disabilities of all types. As a result, these children often do not have the opportunity to learn even the basics, and only a small fraction of them are able to achieve higher levels of education and training. Children with disabilities were found to be 19% less likely than children without disabilities to achieve minimum reading proficiency in ten low-and middle-income countries. Those with sensory, physical, or cognitive disabilities are 2.5 times more likely to experience it (UNESCO 2020)