ABSTRACT

Learning mathematics in an inclusive classroom is challenging for many students with disabilities. The adapted digital mathematics textbooks for Grades 3 to 6 in South Korea were designed to support these students’ access to the general mathematics curriculum. This study evaluates these textbooks according to the Universal Design for Learning (UDL) guidelines. The design features of the mathematics textbooks varied within and across various UDL checkpoints. Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

摘要

在包容性课堂上学习数学对许多残疾学生来说是一项挑战。为韩国 3 至 6 年级改编的数字数学教科书旨在支持这些学生学习普通数学课程。本研究根据通用学习设计 (UDL) 指南评估这些教科书。数学教科书的设计特点在不同的 UDL 检查点内和之间各不相同。总体而言，提供多种行动和表达方式的方面最常被观察到，其次是提供多种表示方式和提供多种参与方式。特殊教育教师和教科书开发者可以将这些结果用作在全纳课堂中为残疾学生设计课程和课程的资源。