درجة تضمين القواعد الارشادية للتصميم الشامل للتعلم (UDL) في محتوى كتاب العلوم والحياة للصف السابع الاساسي في المنهاج الفلسطيني
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Date
2024-03-19
Authors
أمل محمود ياسين
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Abstract
Abstract
This study aimed to find out the extent to which the content of the seven grade Science and Life textbook in the Palestinian Curriculum includes the Universal Design for Learning (UDL) guidelines. the study used the descriptive analytical method. The population of study comprised the content of Science and Life textbook (part 1 and 2) of the seven. The researcher prepared a card content analysis as a tool. It included the three guidelines: provide multiple means of engagement, provide multiple means of representation, provide multiple means of action & expression. The tool had thirty-two sub-indicators. The study found that the Palestinian Science and Life textbook for the sixth grade included all Universal Design for Learning (UDL) guidelines but in varying proportions. provide multiple means of engagement (32.03 %). provide multiple means of representation (42.77 %) and provide multiple means of action & expression (0.390 %). The content of the textbook neglected eighteen sub-indicators. The results of the study showed that the seventh-grade textbook included all in varying proportions as well. In the light of the study findings, the researchers recommend rebuilding the content of the seventh-grade textbook and include the Universal Design for Learning (UDL) guidelines in balanced proportions.
Keywords: Content analysis, textbook, Universal Design for Learning (UDL) guidelines