The Needs for Developing the Management of Universal Design for Learning (UDL) to Promote Children’s Holistic Development in Private Kindergartens
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Due to the lack of effective frameworks for implementing inclusive education in early childhood education in Thailand, this research aimed to, first, study the current and desirable levels of practice regarding the management of Universal Design for Learning (UDL) to promote children’s holistic development in private kindergartens and, second, to identify needs for developing the management of UDL to promote children’s holistic development in private kindergartens. The research employed Block Two: Inclusive Instructional Practices from the Three-Block Model of UDL โดย Katz (2012) as its conceptual framework. The research informants obtained through purposive sampling were 379 administrators, heads of the academics, and teachers from 20 private kindergartens in Bangkok. A survey with the IOC value of 0.67-1.00 was used to obtain data. Basic statistics used to analyze data included frequency, percentage, mean, standard deviation, and Modified Priority Needs Index (PNImodified). The findings were as follows:
1. The overall current level of practice regarding the management of UDL to promote children’s holistic development in private kindergartens was at a moderate level. In contrast, the overall desirable level of practice was reported at an extremely high level.
2. The three dimensions of UDL that showed the highest level of need for developing the management of UDL to promote children’s holistic development in private kindergartens were flexible groupings/co-operative learning (PNImodified = 0.450), student choice (PNImodified = 0.398), and discipline-based inquiry (PNImodified = 0.381), respectively.
The research findings suggested that private kindergartens had a high level of need to develop UDL to promote children’s holistic development, specifically in terms of inclusive instructional practices.
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