INTEGRATION OF UDL STRATEGIES IN TEACHING SPEAKING: EXPERIENCE OF INCLUSIVE MIDDLE SCHOOL CLASSROOMS

Abstract

This article explores the integration of Universal Design for Learning (UDL) strategies into the teaching of oral communication in French lessons in inclusive middle-school classrooms. The relevance of the study is determined by the need to design instruction that initially takes into account learner diversity and reduces barriers to participation, primarily for students with special educational needs (SEN). The research objective is to use a comparative analysis of current publications to determine the effectiveness and specifics of implementing UDL strategies in developing oral communication in French. The methodological focus of this study is comparative and analytical. Sources from 2009-2025 were selected, thematic coding was conducted according to three UDL principles (multiple modes of engagement, representation, and action/expression), and comparisons were made with key indicators of oral communication (engagement, fluency/coherence, academic vocabulary and discourse markers, interaction, and self-efficacy/anxiety). A synthesis of the literature demonstrates that the use of multimodal supports (visual plans, speech frames, subtitled samples), variability in oral delivery (pair work, small group work, role-play, plenary discussion), and dialogic scaffolding enhance the accessibility of the material, the structure and argumentation of statements, and expand academic vocabulary. The use of digital tools (audio/video recordings, interactive platforms) enhances self-esteem and the quality of feedback, reduces speech anxiety and increases participation, including quiet students and students with special educational needs. The proposed model provides a systematic framework for lesson planning and progress monitoring based on a unified set of metrics. Limitations include the complexity of implementation, the need for methodological training for teachers, and the variability of contexts. It is recommended to standardize oral proficiency assessment rubrics, provide teacher training in UDL, institutionally support multimodal and digital solutions, and conduct multi-school studies with pre-registration of the design. The findings expand the theoretical and practical foundation of inclusive language education and substantiate the feasibility of systematically implementing UDL strategies in French oral proficiency development.