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Review | Acta Pedagogia Asiana | Volume 5 - Issue 2 - 2026 | 372−388 | https://doi.org/10.53623/apga.v5i2.1191
© 2026 by the author(s), and is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License Creative Commons Attribution 4.0 International (CC BY 4.0) License

Reconceptualizing Classroom Inclusivity: A Literature Review on Universal Design for Learning and Differentiated Instruction

Author(s): Susan L. Abao 1 , Mauricio S. Adlaon 2
Author(s) information:
1 Mariano Matugas Memorial National High School, Surigao del Norte, Philippines
2 Surigao del Norte State University, Main Campus, Surigao City, Philippines

Corresponding author

Acta Pedagogia Asiana

Volume 5 - Issue 2 - 2026

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Inclusive education required pedagogical approaches that addressed the diverse learning needs of all students. This literature review examined Universal Design for Learning (UDL) and Differentiated Instruction (DI) as complementary frameworks for fostering inclusivity. Although extensive research had been conducted on each approach individually, limited exploration existed regarding their integrated application in classrooms, representing a significant gap in the literature. A systematic review of peer-reviewed studies, books, and policy reports published between 2010 and 2025 was conducted, focusing on inclusive practices, curriculum adaptation, and differentiated strategies. The findings indicated that UDL promoted flexible learning environments through multiple means of engagement, representation, and expression, while DI allowed instruction to be tailored according to students’ readiness, interests, and learning profiles. Combined, these approaches enhanced student engagement, academic outcomes, and accessibility for learners with diverse needs. The challenges identified included limited teacher training, resource constraints, and rigid curriculum structures. The review concluded that integrating UDL and DI offered a practical and theoretical pathway to equitable education. The recommendations emphasized professional development for educators, adaptive curriculum design, and further research on the joint impact of these frameworks in diverse classroom settings.

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SUBMITTED: 13 May 2026
ACCEPTED: 31 May 2026
PUBLISHED: 2 June 2026
SUBMITTED to ACCEPTED: 18 days
DOI: https://doi.org/10.53623/apga.v5i2.1191

Cite this article
Abao, S. L. ., & Adlaon, M. S. . (2026). Reconceptualizing Classroom Inclusivity: A Literature Review on Universal Design for Learning and Differentiated Instruction. Acta Pedagogia Asiana, 5(2), 372−388. https://doi.org/10.53623/apga.v5i2.1191
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