Inclusive schooling requires not only physical access but also the systematic removal of learning barriers through pedagogical design and technology that respond to variability in learners’ profiles. This study develops and evaluates a model for the tailored use of information and communication technologies (ICT) within an inclusive education framework. Grounded in Universal Design for Learning (UDL), the model aligns multiple means of representation, engagement, and action with individualized supports such as assistive applications, accessibility features, and learning analytics. A quasi-experimental, mixed-methods design was implemented over one semester in eight inclusive classes (N=184) in upper-secondary and early undergraduate programs. Baseline profiling combined functional needs screening, curriculum barrier analysis, and technology readiness, followed by co-designed learning plans that integrated text-to-speech, speech-to-text, captioning, screen readers, alternative input devices, structured note-taking, multimodal content, and analytics-driven feedback. Compared with control classes using generic ICT, the tailored condition showed significant gains in reading comprehension, written expression, task persistence, and self-efficacy, with pronounced effects for learners with sensory and language-based difficulties. Qualitative data from observations and learner journals indicated improved autonomy, reduced cognitive load, and clearer pathways for demonstrating mastery. The discussion elaborates design principles: begin from barriers rather than labels, integrate assistive and mainstream tools within UDL-aligned tasks, orchestrate formative feedback using analytics, and build teacher capacity for iterative re-tailoring. The study concludes that tailored ICT, when embedded in reflective pedagogy, is a practicable route to equitable learning outcomes and accountable inclusion.  

Inclusive education, Universal Design for Learning, assistive technology

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