Universal Design for Learning and InclusivUe Classroom Participation
DOI:
https://doi.org/10.63345/Keywords:
Universal Design for Learning, Inclusive Education, Classroom Participation, Learning Analytics, Explainable Artificial Intelligence, Multimodal LearningAbstract
Universal Design for Learning (UDL) has emerged as a major framework for reducing instructional barriers and accommodating learner variability in increasingly diverse classrooms. Despite growing adoption of accessible digital learning resources, relatively little research has examined whether UDL implementation can be connected to fine-grained patterns of classroom participation rather than conventional achievement or satisfaction outcomes alone.
This study proposes an artificial-intelligence-assisted framework for investigating how multimodal representation, flexible engagement, and alternative modes of action and expression influence inclusive classroom participation. The central research gap concerns the absence of integrated models capable of examining behavioral, interactional, and accessibility indicators while accounting for differences in learners' preferred modes of participation. The proposed research conceptualizes participation as a multidimensional construct encompassing verbal contribution, digital interaction, collaborative involvement, task response, and sustained engagement rather than equating participation with speaking frequency.
References
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