Abstract
We investigated the implementation of universal design for learning (UDL) in an inclusive preschool classroom in Taiwan. A general education teacher and a special education teacher collaborated to implement the UDL principles through an action research approach. The findings demonstrated the importance of trust and collaboration between teachers when implementing UDL. Various UDL-based teaching aids, such as multisensory learning materials varying in complexity, audio pens, and real-life problem-solving activities, were employed in several learning corners. We observed that UDL implementation engendered improved engagement, reading comprehension, and progress among children in the classroom. The lesson materials and activities were adjusted and refined according to the children's needs and feedback to ensure effective learning experiences. The results indicate that by applying the three main principles of UDL, teachers can improve lesson planning to respond to challenges in learning areas during the adaptation period for young children. Teachers should design collaborative teaching materials to promote peer interactions. Peer scaffolding not only enhances young children's engagement in learning but can also reduce the need for direct teacher assistance. Additionally, teacher collaboration, especially between special education and preschool teachers, plays a crucial role in adapting lessons to meet the diverse needs of students.