The Suggested UDL-Based Training Model in developing the professional performance of teachers of students with learning difficulties in mathematics

Aims: This study aimed to design a proposed training program grounded in the principles of Universal Design for Learning (UDL), with the central goal of improving the professional performance of mathematics teachers who instruct students with learning disabilities. Methods: To achieve this aim, the researcher employed a descriptive-analytical approach, which was appropriate for reviewing and synthesizing relevant literature and prior studies to inform the development of the proposed program. Results: Statistical analysis of the data revealed a significant gap between the current instructional practices of mathematics teachers and the actual needs of students with learning disabilities, underscoring the urgent need to enhance teachers' professional competencies in this area. Furthermore, the findings indicated that the proposed program holds considerable potential for raising teachers' awareness of inclusive learning principles and strengthening their capacity to adapt instructional methods. Specifically, it is expected to help teachers diversify the means of representation, expression, and engagement in order to meet the varied needs of students with learning difficulties in mathematics. Conclusions: The study concludes that professional development programs rooted in UDL principles offer a promising and strategic approach for preparing mathematics teachers to work effectively with students with learning disabilities. It recommends empirically testing the proposed program on a sample of teachers to assess its practical effectiveness, integrating UDL principles into teacher preparation curricula within colleges of education, and ensuring sustained institutional support for teachers to implement these strategies in their classrooms.