UDL (UNIVERSAL DESIGN FOR LEARNING) AND INCLUSION IN COMPUTER SCIENCE LESSONS
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The article proposes a practical design model for inclusive teaching in computer science lessons by applying the principles of Universal Design for Learning (UDL). The three areas of UDL — multiple means of representation, multiple means of action and expression, and multiple means of engagement — are adapted to the content of computer science: algorithmization, coding, logic diagrams, visualization and project work. In the study, lesson scenarios are developed on the basis of a literature review, interviews with teachers and students, lesson observations and a UDL checklist. Examples of adaptation include web resources compatible with screen readers (NVDA/JAWS), keyboard navigation, colour-contrast standards, multimodal manuals (text–audio–video–code blocks), differentiated assignments and adaptive assessment rubrics. As a result, a UDL-based design checklist for computer science lessons, assessment criteria and sample scenarios are provided for teachers; they serve to widen access, participation and support for learning outcomes for students with various needs (visual and hearing limitations, reading difficulties, Uzbek as a second language). The article concludes with step-by-step recommendations on implementation, together with monitoring and reflection mechanisms.
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