Measuring Inter-Relation of Universal Design of Learning Within Differentiated Instruction: An Insight from Indonesia

DOI

10.2991/978-2-38476-537-9_17How to use a DOI?

Keywords

Differentiated Instruction; Inclusion; Pedagogy; Universal Design for Learning

Abstract

This article provides an overview of the practical basis of differentiatied instructions within universal design learning. The PRISMA method on the semantischolar.com were employed through keyword search. As a result, seven articles were analyzed using the UDL-Observation Measurement Tool (OMT). The results show that only one article is at the dynamic and interactive UDL level (3.04), indicating that DI is carried out to provide a variety of appropriate ways and strategies to build students’ competencies. The other five articles are only at the incomplete and occurring levels of UDL (<3.00). Our study implies that more differentiation with a higher degree of UDL indicates more DI embedded in UDL.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Affied Alfayed
AU  - Ria Asih
AU  - Tono Viono
PY  - 2026
DA  - 2026/02/19
TI  - Measuring Inter-Relation of Universal Design of Learning Within Differentiated Instruction: An Insight from Indonesia
BT  - Proceedings of the 3rd International Conference on Education (ICE-3 2025)
PB  - Atlantis Press
SP  - 192
EP  - 202
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-537-9_17
DO  - 10.2991/978-2-38476-537-9_17
ID  - Alfayed2026
ER  -