Year: 2026 | Month: July | Volume: 13 | Issue: 7 | Pages: 495-504
DOI: https://doi.org/10.52403/ijrr.20260752
Analyzing an English Lesson Plan Through the Lens of Universal Design for Learning to Support Inclusive Learning
Laila Thahira Rahman1, Petra Kristi Mulyani2
1Master Program of English Language Education, Faculty of Languages and Arts, 2Faculty of Education and Psychology, Universitas Negeri Semarang, Central Java, Indonesia.
Corresponding Author: Laila Thahira Rahman
ABSTRACT
In a classroom with diverse students, lesson plans are a fundamental element for ensuring the success of the inclusive English language learning process. The importance of lesson plans in classroom instruction is one reason to analyze the lesson plans used to support inclusive English classes. Although the world continues to evolve as digital tools facilitate learning and serve as resources within the Universal Design for Learning framework, their use, exploration, and implementation from a Universal Design for Learning perspective remain very limited, particularly in Indonesia. This study analyzed an 8th-grade English lesson plan using qualitative document analysis, focusing on two class sessions devoted to recount texts through the lens of Universal Design for Learning. The results of the analysis indicated that the lesson plans apply Universal Design for Learning principles, though not uniformly, with strengths in the variety of media and activity methods. However, they showed limitations in terms of focus on language elements. This indicated that teachers already possess and strive to implement an inclusive classroom approach in their lesson plans in line with Universal Design for Learning; therefore, deeper reinforcement of strategies is needed during implementation, covering both social aspects and English language elements in classroom learning.
Keywords: Digital Tools, EFL, Inclusive Learning, Universal Design for Learning (UDL), Lesson Plan, Sustainable Development Goals (SDGs)
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