Inclusive education aims to ensure equitable learning opportunities for all students, including those with Attention Deficit Hyperactivity Disorder (ADHD). Universal Design for Learning (UDL) provides a flexible instructional framework designed to accommodate diverse learners by offering multiple means of engagement, representation, and expression. This study evaluates the effectiveness of UDL-based teaching strategies in improving academic achievement among students with ADHD in inclusive classrooms. A quasi-experimental research design was adopted involving 60 students diagnosed with ADHD across two groups: a UDL-integrated classroom and a traditional instructional classroom. Data were collected through standardized test scores in reading and mathematics, behavioral observation checklists, and academic self-efficacy surveys. Results indicate that students exposed to UDL-based instruction demonstrated significantly higher academic performance, reduced off-task behavior, and improved academic self-efficacy compared to those in traditional settings. Findings suggest that flexible assessments, multimodal instructional materials, and engagement strategies play critical roles in supporting ADHD learners. The study highlights the importance of integrating UDL principles into inclusive education policies and teacher training programs.
Vinila et al. (Sun,) studied this question.