Non-academic development of visually impaired children through universal design for learning

Abstract

This writing is focused on the non-academic development of visually impaired children through universal design for learning learning in planning and implementing an effective learning process and can balance non-academic with academics of students who experience visual impairments or visual impairments. One of the ways to overcome the diversity of characteristics of visually impaired students in an inclusive classroom is to apply the principle of Universal Design for learning or commonly abbreviated as UDL. This principle provides flexibility for visually impaired educators to adjust the curriculum, adjust the way of delivery, learning and assess students in a way that is in accordance with existing assessments and strategies.