Vol. 1, Issue 1, Part A (2024)

Inclusive education requires educators who are well-prepared to address diverse learning needs. This paper explores how the integration of Universal Design for Learning (UDL) into teacher preparation curricula supports the development of inclusive pedagogical competencies. UDL, rooted in neuroscience and cognitive theory, promotes flexible instructional methods to accommodate individual learning differences. The paper reviews existing practices, presents comparative curriculum models, and evaluates their efficacy in pre-service teacher training. A mixed-methods approach comprising curriculum analysis and faculty interviews from five teacher education institutes was employed. Findings reveal that UDL-integrated programs significantly improve trainee teachers' confidence and ability to implement inclusive strategies. The study recommends policy reforms and curriculum frameworks to systematically embed UDL into teacher education.