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To understand and analyse how universal design for learning, can enhance the self-esteem of the learners with special needs in an inclusive setup is what this article is trying to review. To discover the association between the UDL and the self-esteem of the children with special needs an approach of secondary research was used. For which the study was conducted through reading various works directly or indirectly done or based on this issue or topic. The review further confirms that UDL boosts the self-esteem of the student with special needs in an inclusive classroom by providing them with a variety of opportunities to participate and express which enables them to feel more confident, motivated and have a positive impact on their physical, psychological and social development. UDL enhances the concept of how diversity can be accepted and respected just by considering the learning strengths and needs of each and every learner. The findings highlights that the ideology of UDL is based on a crucial theoretical framework which when implemented in practicality helps in developing a welcoming teaching learning environment that is advantageous and positive for both the special needs and typical learners. The chapter also put the three principle of UDL which are principal of representation, Principle of Action and Expression and Principle of Engagement on the spot light. As these principles helps every child to get equal and fair access to the teaching learning process of the inclusive classrooms. Every child is different UDL admires these differences very gracefully by pointing out that every child should learn in the method that matches their strengths and needs, regardless of whether they lack certain skills, are neurotypical or gifted. By removing the roadblocks for the learning, UDL based programmes aids the Children with special needs in familiarizing them with not only the academic content and assessment process but to the practical implications of the life skills which will help them to live and function independently by raising their self-esteem.

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How Usage of Universal Design for Learning Enhances the Self-esteem of the Children with Special Needs

  • 章节

  • 发表日期：

    2026年

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  • Naveen Singh,
  • Gargi Sharma

摘要

To understand and analyse how universal design for learning, can enhance the self-esteem of the learners with special needs in an inclusive setup is what this article is trying to review. To discover the association between the UDL and the self-esteem of the children with special needs an approach of secondary research was used. For which the study was conducted through reading various works directly or indirectly done or based on this issue or topic. The review further confirms that UDL boosts the self-esteem of the student with special needs in an inclusive classroom by providing them with a variety of opportunities to participate and express which enables them to feel more confident, motivated and have a positive impact on their physical, psychological and social development. UDL enhances the concept of how diversity can be accepted and respected just by considering the learning strengths and needs of each and every learner. The findings highlights that the ideology of UDL is based on a crucial theoretical framework which when implemented in practicality helps in developing a welcoming teaching learning environment that is advantageous and positive for both the special needs and typical learners. The chapter also put the three principle of UDL which are principal of representation, Principle of Action and Expression and Principle of Engagement on the spot light. As these principles helps every child to get equal and fair access to the teaching learning process of the inclusive classrooms. Every child is different UDL admires these differences very gracefully by pointing out that every child should learn in the method that matches their strengths and needs, regardless of whether they lack certain skills, are neurotypical or gifted. By removing the roadblocks for the learning, UDL based programmes aids the Children with special needs in familiarizing them with not only the academic content and assessment process but to the practical implications of the life skills which will help them to live and function independently by raising their self-esteem.