Mathematics Learning Difficulties: Inclusive Solutions through Diagnostic Assessment, Assistive Technology, and Universal Design

Abstract

This study finds that clinical evaluation, additional technology, and universal design for learning (UDL) collaborate to assist students in learning mathematics effectively within inclusive classrooms. Using a valid and reliable questionnaire, the data was collected from 350 randomly selected teachers using a quantitative and descriptive research design. Conclusions reveal strong consensus about early identity, increased access, and better engagement through these inclusive strategies among teachers. Analysis of data has shown that teachers mostly agreed to use the effectiveness of using the diagnostic equipment (average score of 4.49), auxiliary technologies (average score of 4.31), and UDL practices (average score of 4.26) based on factors such as job title, location, qualification, and experience. These results confirm that the combined use of clinical evaluation, auxiliary technology, and UDL supports academic achievement for students with mathematical learning difficulties. The study underlines the importance of targeted professional training, equitable resource allocation, and inclusive course development to increase the instruction of mathematics in diverse educational contexts.