PECULIARITIES OF APPLYING THE PRINCIPLES OF UNIVERSAL DESIGN FOR TEACHING ENGLISH FOR SPECIAL PURPOSES
DOI:
https://doi.org/10.24919/2413-2039.17/49.8Keywords:
Universal Design for Learning, English for special purposes, inclusive education, principles of Universal Design for Learning.Abstract
Summary. The article is devoted to the study of the principles of Universal Design for Learning and its application in English for special purposes. The papers of Ukrainian and foreign experts in Universal Design and Universal Design for Learning were analyzed. The teaching of English for special purposes based on the principles of Universal Design for Learning is considered. Universal Design for Learning is defined as an approach based on the development of learning materials and activities that allow students, who demonstrate differences in various cognitive and physical abilities to achieve learning goals. the uniqueness of the Universal Design for Learning is determined. The main principles of the application of Universal Design for Learning in English for special purposes are characterized (the principle of providing various forms of information presentation; the principle of providing several ways of activity and expression/self-expression; the principle of providing various forms of engagement and the principle of providing several means of assessment). Examples of application of the above principles for teaching English for special purposes are described. Recommendations are provided for educators on how to apply each of the principles of Universal Design for Learning. The difficulties in the implementation of the Universal Design for Learning approach for education in higher education institutions in Ukraine are indicated. It was established that the ultimate goal of UDL is to increase the level of autonomy of students, which resonates with the concept of lifelong learning. As a result of the study, it is proven that the application of Universal Design for Learning principles in teaching English for special purposes will contribute to effective learning not only for students with diverse needs but for all other students in the academic group.
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