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

Abstract

Abstract

The UDL3.0 Guidelines provide a rights-aligned, neurodiversity-affirming framework for designing genuinely inclusive learning environments. This paper introduces the UDL-based support TKYM Model for Malaysian autism-inclusion centers. To inspire professional development tailored to the unique needs of each center and district. A mixed-methods approach was employed, involving five administrators, five educators, and five therapists, data collected through questionnaires and interviews, and thematically analyzed: four-pillar framework integrating transformative access, knowledge co-construction, learning agency, and a multimodal environment. Although limited to the Klang Valley, it aligned with the application of SDG 4 & 10 across diverse autism-inclusion settings within the Malaysian autism-inclusion centers.

Keywords: Inclusive Education, Sustainable Development Goals (SDGs), TKYM Model, Universal Design for Learning (UDL) 3.0