Implementation of Universal Design for Learning to Support Emotional Regulation and Social Skills among Students with Attention Deficit Hyperactivity Disorder (ADHD) and Slow Learning Profiles in Inclusive Elementary Schools
DOI:
https://doi.org/10.33394/jp.v13i4.21708Keywords:
Universal Design for Learning, emotional regulation, social skills, ADHD, slow learnerAbstract
This study aims to describe the implementation of Universal Design for Learning (UDL) to support emotional regulation and social skills among students with ADHD and slow-learner profiles at UPT SD Negeri 20 Gresik, an inclusive elementary school without a special education teacher (GPK). The study addresses the need for effective inclusive education strategies in resource-constrained settings. A qualitative approach with an explanatory case study design was employed, involving four students—two with ADHD and two with slow-learner profiles from Grades III and IV—as well as classroom teachers, the school principal, and parents as informants. Data were collected over three months through participatory observations, in-depth interviews, document analysis, and visual analysis and were analyzed using the interactive model of qualitative data analysis. The findings indicate that classroom teachers had organically implemented all three UDL principles despite having received no formal UDL training. Multiple Means of Engagement was implemented through visual media and hands-on demonstrations; Multiple Means of Engagement was supported through daily emotional check-ins and a designated comfort zone; and Multiple Means of Action and Expression was facilitated by allowing students to choose how to demonstrate their responses. These practices were associated with a reduced frequency of emotional outbursts among students with ADHD and more consistent development of social skills among students with slow-learner profiles. The findings provide empirical evidence that consistent implementation of UDL by regular classroom teachers can provide meaningful psychosocial support for students with diverse learning needs, including in schools without specialized teacher support. The study recommends that regular classroom teachers receive structured UDL training as a strategic step toward promoting meaningful, rather than merely administrative, inclusion.
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