Universal Design Learning-Based Support TKYM Model for Malaysian Autism-Inclusion Centers

Abstract

Abstract 380words

Conventional specialized autism-inclusion centers often prioritize behavioral compliance over holistic well-being. The CAST Universal Design Learning (UDL) 3.0 Guidelines are standards designed to support neurodiverse learners, especially autistic learners, in inclusion education. Adhering to the guidelines, autism-inclusion centers are now required to prioritize their practices that create inclusive educational experiences for neurodiverse learners. Albeit UDL-aligned practices support consistent access to monitor UDL, their implementation, in terms of quality and staff training, varies across centers. The significance of this study is the UDL-based support TKYM model that Malaysian autism-inclusion centers can adopt to promote inclusivity in line with SDGs 4 and 10. Adopting this model, educators can customize strategies to better support autistic learners across educational environments, enhancing participation and learning opportunities, especially in areas with limited resources and training. The aim of this study is to propose a UDL-based support TKYM model for Malaysian autism-inclusion centers. The objectives of this study are to: (1) identify the autism-inclusion centers’ readiness and willingness to adhere to UDL guidelines; (2) examine the autism-inclusion centers’ implementation of the UDL guidelines; (3) explore how the UDL guidelines can be effectively implemented at autism-inclusion centers; and (4) explore the autism-inclusion centers' needs in implementing UDL guidelines. A mixed-methods approach was employed to collect quantitative data, using a questionnaire administered to 50 participants at private autism-inclusion centers in the Klang Valley, Malaysia. The semi-structured interview was conducted with five administrators, five educators, and five therapists. SPSS and NVivo15 are used to analyze quantitative and qualitative data, respectively. The limitations of this study are that it was conducted in only the Klang Valley, Malaysia, at a private center, and involved a limited number of participants. The results show that autism-inclusion centers implementing UDL could improve autistic learners’ engagement, representation, action, and expression while also advancing SDG 4 (quality education) and SDG 10 (reduce inequalities) by fostering more inclusive and equitable learning environments. The implications of this study are to enable autistic learners to access and benefit from high-quality education on an equal basis with others, supporting the goal of inclusive and equitable learning under SDG 4. At the same time, it aligns with SDG 10, which focuses on eliminating discrimination and reducing inequality within Malaysian societies.

Keywords: Autism-inclusion center, Universal Design for Learning (UDL), Inclusive Education, SDG 4 and 10