Desarrollo, Implementación y Evaluación

The implementation of UDL principles in international school settings in Qatar was considered an appropriate initiative by the majority of the participants in the study. One

school leader stated, “One of the strategies is to deliver the lesson in different ways. Another one is offer students flexible ways to show what they learned.” Both strategies are closely related in that they are student-centered and intended to improve student performance over time. Several differentiation and flexibility strategies emerged from the responses of some participants, implying that educators should be innovative and willing to experiment with a wide range of options to engage students. This suggests openness to trying new ideas as part of classroom instruction, even though some of these ideas might prove unsuccessful. An important finding related to school leadership is that school leaders should remain active and committed to the goals pertaining to the implementation of UDL principles in international school settings in Qatar.

With regards to using strategies that support the implementation of UDL in international school settings, some participants recognized the importance of providing “relevant sessions to teachers during orientation.” This means that an initial orientation course for uninitiated teachers would help them to upgrade their teaching styles and strategies. In other words, it is necessary to provide initial (and ongoing) training in the development of strategies for implementing UDL. Even though such orientation might be considered an integral part of professional development opportunities provided to teachers, it is an example of how the entire teaching and learning process can be transformed for the betterment of learners. The emphasis on teacher orientation in learning about UDL suggests the need for strategic preparation beyond students’ immediate academic needs and extending to educational challenges in the longer term.

Interview participants perceive the importance of the UDL framework as a new and promising tool. Such an acknowledgement is useful in identifying the strengths and areas for improvements of both teachers and students. Once they achieve a better understanding of the application of UDL in practice, the teachers I interviewed say they would be in a better

position to work with students and other experts in the field to deliver high-quality classroom instruction. One of the participants talked about the significance of “engaging students to be enthusiastic in the content by experiencing it.” This suggests a substantial element of

practice, rather than a sole focus on theoretical assumptions. There was a sense that through the use of UDL principles, teachers can enhance students’ enthusiasm for learning by understanding and recognizing their learning needs as well as supporting them throughout their academic journey with appropriate materials and advice. However, one of the key challenges emerging from the data is that the implementation of UDL requires a substantial emphasis on appropriate training for educators.

Some participants discussed the importance of having “more professional development opportunities available to teachers to learn how to deliver a lesson.” Such training should represent all basic aspects of the teaching and learning process. At the same time, it was felt that the focus should be upon more complex dimensions of the process in the sense of considering internal and external factors that might impact student learning. For example, one teacher recommended the following, “Make teachers more aware of what it actually is and how we can use it.” Another participant noted that, teachers should be prepared to be competitive in the current educational environment, indicating that they

require professional development and training opportunities to do so. These and other similar statements represent a direct call for intervention in the provision basic orientation and

training programs on the specificity and utilization of the UDL framework.

It was also pointed out that there is a perception that staff in Qatar’s international schools are mostly overworked and underpaid. One complication emerging in this context relates to the apparent high turnover rate of key staff members. This means that, even though education staff may be provided with an in-service on the UDL framework, teachers might be resistant to implementing the framework in the classroom and even if they do implement

UDL principles, are at risk of leaving for better employment arrangements. From a strategic perspective, for UDL to be implemented in Qatar, the head of the school must fully support it and must acquire the necessary funding to regularly train the teaching force. Because most schools in Qatar are for-profit, private schools, their owners may not recognize UDL as a long-term benefit for their institution. Therefore, creating awareness of the multiple advantages of the UDL framework is important to engaging stakeholders, including senior management, in Qatar’s educational institutions.

Another strategy discussed by some school leaders refers to the focus on the whole environment. Instead of focusing more exclusively on the curriculum, UDL educators are expected to understand the overall complexity of their environment. This can help them function better and engage a sufficient number of students. One participant mentioned, “I believe in the cultivation of a holistic learning environment that can benefit both teachers and students. They will have a chance to understand the implications of learning as a whole, rather than consider the respective process in a fragmented manner.” Providing accessibility to students in all areas of the teaching and learning process is crucial to their academic progress. This means that both principals and teachers must work together to uncover those strategies that address the specific learning expectations and goals of each student. One of the school leaders participating in the interview pointed out that, “Ensuring a high level of

flexibility is crucial during the implementation of the UDL framework. I work extensively with teachers to help them make the transition to UDL a smoother and stress-free process.”