Universal Design for Learning in South Korean Deaf Education

• In Event: AERA Roundtable Session Wednesday 1:45 pm
  In Roundtable Session: South Korean Educators: Identity, Language, and Inclusion

Abstract

This sequential mixed-methods study examines Universal Design for Learning (UDL) implementation by K–12 teachers of d/Deaf and hard of hearing students (d/Dhh) in South Korea, focusing on the principles of engagement, representation, and action/expression. An online survey of 60 educators assessed implementation and perceived barriers, revealing higher adoption of action and expression strategies (M = 3.77) than engagement practices (M = 2.89; p < .001). Major barriers included time constraints (72%) and administrative rigidity (65%). Follow-up interviews with five teachers provided in-depth insights into systemic pressures, technology affordances, and conceptual gaps between differentiation and formal UDL frameworks. Findings underscore the need for targeted professional development, structural support, and robust technology infrastructure to advance inclusive, multimodal instruction for d/Dhh learners.

Author

• Jongwoo Lee, Texas Tech University