A Case Study of a Mathematics Program Based on Universal Design for Learning (UDL) for Middle School Students with Borderline Intellectual Functioning

This study explores the design and outcomes of a mathematics program incorporating Universal Design for Learning (UDL) principles for middle school students with Borderline Intellectual Functioning (BIF). Eight students diagnosed with BIF participated in a 10-session program over three months at K University. The learning content, based on materials from the National Basic Academic Support Center, was reconstructed to reflect UDL principles and adapted to students’ cognitive levels. Grouped by learning needs, students received differentiated instruction and individualized support. The program improved students’ interest and understanding of mathematics, and boosted their confidence in participating in class. These findings suggest that UDL-based personalized instruction is an effective strategy for supporting BIF learners and highlight the importance of inclusive instructional design.