Topical issues of language training
in the globalized world
226
6.
Nikitina, L. (2009). Student video project as a means to practice constructivist pedagogy
in the foreign language classroom. Jurnal Pendidik dan Pendidikan, Jil.(24), 165-176.
7.
Kamilovich, S. E. (2023). EXPLORING LINGUISTIC UNIVERSALS AND
TYPOLOGICAL PATTERNS: AN ANALYSIS OF THE COGNITIVE AND
CULTURAL FACTORS THAT SHAPE LANGUAGE STRUCTURES ACROSS
DIVERSE LANGUAGES. American Journal of Pedagogical and Educational Research,
10, 129-132.
8.
Satibaldieva,
N.
(2024).
CHALLENGES
AND
STRATEGIES
FOR
TERMINOLOGICAL CLARITY IN COMPUTER LINGUISTICS.
ОБРАЗОВАНИЕ
НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
,
38
(1), 166-168.
IMPROVING THE ENGAGEMENT OF STUDENTS WITH LEARNING
DISABILITIES IN STEM DOMAINS THROUGH USING UNIVERSAL
DESIGN FOR LEARNING
Normatova Solihabonu Nodirjon qizi
2
nd
year student of the third English faculty
UzSWLU
Scientific adviser: Shukurova Shohsanam Qakhramon kizi
Senior teacher
English language department of applied disciplines №3
UzSWLU
Abstract
Students with learning disabilities (LD) often encounter an array of barriers when they start
studying the field of science. Universal Design for Learning is a pedagogical framework that can
address all needs of students with learning disabilities. This article includes qualitative and
secondary data analysis to identify the potential benefits of UDL principles in improving the
engagement of students with learning disabilities in the field of STEM education. This scientific
research was conducted by analyzing scholarly articles regarding the implementation of the UDL
method to meet the needs of all students with diverse educational backgrounds. By checking and
analyzing several studies which have been carried out by professional researchers and pedagogues.
Keywords:
Universal Design for Learning, STEM education, inclusive learning, students
with learning disabilities (LD), pedagogical skills, science, pedagogical framework.
INTRODUCTION
Many students with LD face several problems in science, technology,
engineering, and mathematics (STEM) education during their academic development.
This phenomenon occurs due to several reasons, including limited instructional
diversity and science teachers with a lack of pedagogical skills for teaching students
Topical issues of language training
in the globalized world
227
with LD. According to Lee and Erdogan (2007), students with LD may develop a
negative viewpoint toward the field of science when they have to solve complex
scientific tasks, difficult descriptive texts, and other instructional materials that limit
their ability to approach and follow scientific data (Matthew T, 2013). Consequently,
only 5% of students with LD enter STEM education even though their personalized
elements are often applicable to succeeding in these career paths. In a thorough analysis
of the literature on students with LD and technology use in secondary science
classrooms, Marino (2010) found substantial empirical evidence suggesting that the
use of inaccessible media, such as expository texts, to present complex vocabulary and
phenomenological constructs makes it difficult for students with LD to engage with
secondary science curriculum materials. Furthermore, inefficient pedagogical
strategies are the primary cause of students
’
struggles. For instance, some secondary
science teachers often fail to accurately assess students
’
declarative skills at the outlet
of analytical processes. Implementing ineffective teaching methods and unconscious
prejudices about the kinds of students who would be the most successful in the field of
science are determined as the underlying cause of LD students
’
negative attitudes
toward science. Some secondary science teachers set low expectations for students with
LD. As a consequence, LD students often accomplish scientific achievements
corresponding to that expectation. National Assessment of Educational Progress
(NAEP) proved that situation in 2011: students with learning disabilities accounted for
68% of those who scored below the basic level, while students without disabilities
made up 31% of the group. Clearly, it is necessary to meet the needs of all students and
provide all students with alternative materials to make students succeed in STEM
education.
Since David Rose, Meyer, and Hitchcock revealed seminal text, Universal
Design for Learning has been gaining the world
’
s attention as a curriculum and
pedagogical framework that can help teachers equally assess all students and address
student diversity in today
’
s inclusive classrooms. Center for Applied Special
Technology (CAST) was established in 1984 and it was founded by a group of
Topical issues of language training
in the globalized world
228
researchers and educators who were concerned about the lack of access to education
for students with disabilities. Cast develops and promotes Universal Design for
Learning (UDL), a framework for creating learning environments that are accessible
to all learners.
Universal Design for Learning is increasingly recognized as a valuable
framework for creating inclusive learning environments worldwide. While some
countries are leading in UDL implementation, others are still in the process of adopting
UDL principles.
Table1: Globally use of UDL principles
Over the past years, many scholars all around the world attempted to implement
UDL principles in STEM education. For example, in 2009, King-Sears claimed that
UDL principles can provide teachers with the chance to proactively incorporate
intelligent pedagogical skills in their classrooms which in turn leads to students having
access to the most appropriate materials according to their needs. UDL principles:
multiple means of representation, engagement, action, and expression can promote the
inclusion of students with learning disabilities. Most importantly, UDL principles can
identify curricular, environmental, and instructional barriers that prevent the
30%
20%
15%
13%
12%
10%
0%
5%
10%
15%
20%
25%
30%
35%
Unites States
Canada
Australia
European
countries,
regions in
Asia, Africa,
and South
America
United
Kingdom
New Zealand
Ряд 1
Topical issues of language training
in the globalized world
229
opportunities for students with LD to attain meaningful access to instructional
experience.
However, the implementation of the UDL method worldwide is somehow
lagging (Ok, Rao, Bryant, & McDougall, 2016). Several professional organizations,
UDL-implementation projects, Research Networks, educational research and
development organizations, and CAST are promoting efforts to enhance the
implementation of this framework. According to Fixsen and his colleagues,
implementing educational programs processes always takes time. As he claimed, the
expected positive impacts of these programs and approaches with fidelity are always
complex and lag behind the attempt to analyze scientifically effective frameworks and
practices.
There are several ways of applying the UDL method in classrooms, including
the following:
•
Apply step-by-step
. Teachers should not worry about starting using UDL
principles in one or two classes gradually. They should not try implementing this
method in all of their classrooms. After incorporating the UDL method gradually
and becoming more comfortable with the process, they can start utilizing UDL
principles in their all classes successfully.
•
Ask for help from colleagues
. Teachers should be encouraged to collaborate
with their co-workers who are integrating UDL principles in their classrooms.
They can provide the teachers with support, advice, and help. As a result,
teachers who are planning to incorporate the UDL method in their classrooms
can benefit from this process and develop skills that are necessary for using UDL
successfully.
•
Use open educational resources
. As we are living in a technologically
developed era, there are limitless resources to learn how to employ different
teaching methods. By using open educational resources available on the Internet,
teachers can gain insights regarding the implementation of this method and save
time.
Topical issues of language training
in the globalized world
230
•
Start adapting existing materials.
Teachers are not required to create new
materials or resources for their UDL lessons. They can adapt existing materials
to make them more accessible to all students, including students with learning
disabilities in their UDL lessons.
Integrating UDL into classrooms can be a challenging process, but it is a
rewarding task. By implementing multiple means of representation, multiple means of
engagement, and multiple means of action and expression, teachers can create a more
inclusive and engaging learning environment for all learners and students with learning
disabilities.
References
1.
K. Alisa Lowrey and Sean J. Smith, [2018], Including individuals with disabilities in UDL
framework implementation: Insights from administrators,
Inclusion
2.
Matthew T. Marino, PHD [2013], UDL in the middle school science classroom: Can video
games and alternative text heighten engagement and learning for students with learning
disabilities?
Learning Disability Quarterly
3.
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2016). UDL in the Pre-K12 classroom:
A systematic review of research.
Exceptionality
,
4.
R. David Black, Lois A. Weinberg, Martin G. Brodwin California State University, Los
Angeles, [2015], Universal Design for Learning and Instruction: Perspectives of students with
disabilities in higher education,
Exceptionality Education International
5.
Tracey E. Hall, PhD, Nicole Cohen, EdD, Ge Vue, MEd, and Patricia Ganley, Med, [2014]
Addressing learning disabilities with UDL and Technology: Strategic reader
THE IMPORTANCE OF USING GAME TECHNOLOGIES IN TEACHING
EFL AT SCHOOL
Nuriddinova Yulduz
student
Uzbek State World Languages University
Abstract
Game technologies are increasingly being used in education as a way to engage students
and make learning more fun and effective. This is especially true in the teaching of foreign languages,
where games can be used to practice vocabulary, grammar, and pronunciation in a more natural and
interactive way
.
This article explores the importance of using game technologies in the teaching of
English as a foreign language (EFL) at school. It begins by discussing the benefits of using games in
the classroom, such as increased motivation, improved engagement, and better retention of
information. Furthermore, this work also discusses the challenges of using game technologies in the
classroom, such as the need for teacher training and the potential for students to become addicted to
