Abstract
This study examined teachers' understanding and application of Universal Design for Learning (UDL) to support learners with characteristics of dyslexia in selected farm schools in Gauteng, South Africa. The primary objective was to explore how UDL could enhance inclusive education in farm, resource-constrained settings and identify the barriers that impacted its implementation. Grounded in the conceptual framework of inclusive education, this qualitative research gathered data through semi-structured interviews and focus groups with educators from farm schools.
Thematic analysis revealed that while teachers recognised the potential of UDL to address diverse learner needs, their efforts were often hindered by limited training, scarce resources and a lack of institutional support. Major themes emerging from the data included the importance of holistic support strategies, adaptive assessment practices and collaborative efforts among teachers to create inclusive classroom environments. Teachers with foundational UDL knowledge were more effective in differentiating instruction, which fostered increased learner engagement and better met the unique needs of learners with dyslexia characteristics.
This study concluded with recommendations for strengthening UDL practices in farm schools, including targeted professional development, resource allocation and policy changes to support educators in rural areas. These measures aimed to bridge educational inequalities and enhance learning outcomes for learners with dyslexia characteristics. The findings contribute valuable insights to the discourse on inclusive education, emphasising the critical role of UDL in fostering equitable learning opportunities for diverse learners in challenging educational contexts