UNIVERSAL DESIGN FOR LEARNING (UDL): ADAPTING ENGLISH INSTRUCTION FOR STUDENTS WITH DYSLEXIA IN ISLAMIC PRIVATE SCHOOL
Keywords:
Universal Design for Learning, Dyslexia, English Instruction, Islamic Private Schools, Literature StudyAbstract
In the pursuit of a sustainable educational future, ensuring equitable access to language literacy for neurodivergent learners is a critical imperative. Despite the global push for digital and inclusive transformation, a significant gap remains in Islamic private schools, where English language instruction often relies on standardized, text-heavy methods that inadvertently marginalize students with dyslexia. This study aims to bridge this gap by exploring the integration of the Universal Design for Learning (UDL) framework within Islamic educational contexts. Employing a literature study method, this research synthesizes contemporary pedagogical theories, international inclusion standards, and previous empirical findings related to dyslexic-friendly English instruction. The analysis focuses on how UDL’s core principles of multiple means of representation, engagement, and expression can be adapted to suit the cultural and religious values of Islamic private schools. The findings indicate that UDL-based interventions, supported by assistive digital technologies, significantly reduce linguistic barriers for dyslexic students while fostering a more inclusive classroom for all. This study concludes that a UDL-centered curriculum is essential for the long-term sustainability of inclusive language education in faith-based institutions, aligning modern pedagogical innovation with the Islamic principles of social equity.
References
Afendi, A. H., Jannah, W. N., & Charisma, D. (2015). The teacher’s role in overcoming the student’s difficulties in learning reading (dyslexia). UMRAN - International Journal of Islamic and Civilizational Studies, 2(3).
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295
Alkamali, H. (2020). Effective provisions of educational services for native Arabic learners with dyslexia at a private school in Northern Emirates in the UAE: A case-study [Master's thesis, The British University in Dubai].
Allali, H. (2024). Teaching methods and language instructions that support learners with the academic disorder «dyslexia» case study: The international private school “Les Aurés”, Tixraine, Algiers-Algeria [Doctoral dissertation, Ministry of Higher Education].
Alqahtani, N. D., Alzahrani, B., & Ramzan, M. S. (2023). Deep learning applications for dyslexia prediction. Applied Sciences, 13(5), 2804. https://doi.org/10.3390/app13052804
Alwaqassi, S. A. S. (2024). Exploring beliefs and teaching practices using Universal Design for Learning in special education classrooms of Saudi Arabia [Doctoral dissertation, Indiana University].
Hayati, R., Iswara, P. D., Muqodas, I., & Yuliani, A. (2024). Evaluating effective interventions for dyslexic children: Insights and future directions from a systematic literature review. Enlighten: Jurnal Bimbingan Konseling Islam, 7(1), 32–45.
Li, Y., & Singh, C. (2022). Inclusive learning environments can improve student learning and motivational beliefs. Physical Review Physics Education Research, 18(2), 020147. https://doi.org/10.1103/PhysRevPhysEducRes.18.020147
Lindstrom, J. H. (2018). Dyslexia in the schools: Assessment and identification. TEACHING Exceptional Children, 51(3), 189–200. https://doi.org/10.1177/0040059918812690
Magfud, C., Hariani, M., & Aliyah, N. D. (2023). Islamic education for all: A review of strategies and inclusion frameworks for students with special needs. [Nama Jurnal Tidak Disebutkan - Mohon lengkapi jika ada].
Melo-López, V. A., Basantes-Andrade, A., Gudiño-Mejía, C. B., & Hernández-Martínez, E. (2025). The impact of artificial intelligence on inclusive education: A systematic review. Education Sciences, 15(5), 539. https://doi.org/10.3390/educsci15050539
Mukhlis, M., Sohnui, S., Yuliawan, T., Shafina, V., & Siburian, D. A. N. B. (2025). Dyslexic students' profiles in vocational schools: Characteristics and strategies. International Journal of Language Education, 9(4), 934–952.
Pratama, D., Pranajaya, S. A., Mailizar, M., & Jannah, M. (2024). Universal Design for Learning (UDL) in the Islamic religious education assessment model: Systematic literature review. KJMP, 7(1), 140–152.
Praveen, A., Bashir, F., Ganie, A. N., Jan, S., & Zimik, P. (2024). The use of UDL in an inclusive classroom: A review based study. International Journal for Multidisciplinary Research, 6(4).
Priyadharsini, V., & Mary, R. S. (2024). Universal Design for Learning (UDL) in inclusive education: Accelerating learning for all. Shanlax International Journal of Arts, Science and Humanities, 11(4), 145–150.
Ramli, S., Omar, K., El Baki, M. A., & Surat, S. (2016). Do children with dyslexia have difficulty in reading the Quranic verses too? Creative Education, 7(07), 984–991. https://doi.org/10.4236/ce.2016.77103
Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. David Fulton Publishers.
Tenny, S., Brannan, J. M., & Brannan, G. D. (2022). Qualitative study. In StatPearls. StatPearls Publishing.
Wahyuni, S., Pantiwati, Y., Sunaryo, H., In'am, A., & Bastian, A. (2025). Strategizing Universal Design for Learning (UDL) implementation: Enhancing inclusive education for students with disabilities in higher education. Al-Ishlah: Jurnal Pendidikan, 17(1), 1519–1533.
