Designing for All: Universal Design for Learning as a Pathway to Effective Modifications and Accommodations

Abstract

This mixed-methods study examined how teachers in Pakistan use Universal Design for Learning (UDL) as a pathway to effective modifications and accommodations. A survey of 200 teachers from schools, special education centres, colleges, and universities measured UDL knowledge, classroom practices, use of accommodations, and perceived institutional support. Semi-structured interviews and document analysis explored how these practices operate within Pakistan’s exam-driven and resource-constrained context. Quantitative findings showed moderate knowledge of UDL and practice overall, with significantly higher scores among teachers with inclusive education training, tertiary staff, and those in better-resourced regions. UDL knowledge, practices, and accommodation use were positively correlated. Qualitative results revealed that many accommodations remain reactive and exam-driven, yet some teachers demonstrate proactive, UDL-aligned design. The study concludes that UDL can strengthen, rather than replace, individual accommodations, if teacher education, institutional policies, and assessment systems are realigned to support flexible, accessible design for all learners across Pakistani educational settings.