Examining Teachers’ Affective, Behavioral, and Cognitive Attitudes Toward Universal Design for Learning in Supporting Students with Speech-Language Disorders: A Cross-Sectional Study

Abstract

This study examined teachers’ affective, behavioral, and cognitive attitudes toward implementing Universal Design for Learning (UDL) to support students with speech-language disorders (SLDs). A cross-sectional survey was conducted with 138 teachers using a 20-item Likert-scale instrument, and descriptive statistics were used to summarize responses. Teachers expressed generally positive attitudes toward UDL. In the affective domain, 73.9% felt comfortable applying UDL and 75.4% trusted its role in inclusive education, although fewer (51.4%) felt confident that it fully addresses students’ emotional and social needs. Behavioral attitudes were particularly strong, with 91.3% willing to make learning materials more accessible, 89.9% willing to apply UDL principles, and 86.2% interested in learning new strategies. Cognitive attitudes also reflected strong recognition of UDL’s benefits, with 82.6% believing it improves learning outcomes and 81.2% acknowledging its role in reducing barriers. However, many teachers recognized the limits of UDL, with 65.9% agreeing that it is not sufficient on its own and 71.0% affirming that individualized speech and language interventions remain essential. These findings indicate that teachers hold favorable attitudes toward UDL and recognize its potential to enhance engagement and access for students with SLDs, while highlighting the need for ongoing professional development and collaboration with speech-language pathologists to optimize inclusive education outcomes.

Received: 02 September 2025 / Accepted: 17 October 2025 / Published: 05 November 2025