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All Journal Polyhedron International Journal in Mathematics Education
Benilda María Cantillo-Rudas
Institucion Universitaria de Barranquilla
Education Mathematics

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Cognitive barriers and Universal Design for Learning support in understanding number concepts in students with intellectual disabilities Lutfiah Lutfiah; Sudirman Sudirman; Endang Wahyuningrum; Benilda María Cantillo-Rudas
Polyhedron International Journal in Mathematics Education Vol. 4 No. 2 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i2.319

Abstract

Although Universal Design for Learning (UDL) is widely used to support inclusive instruction, how its principles respond to interacting cognitive barriers during number-concept learning remains insufficiently understood. This study examined the barriers experienced by students with intellectual disabilities and how visual media-assisted UDL supported their understanding. An exploratory qualitative multiple-case study involved three students with moderate intellectual disabilities at an inclusive junior high school in Tangerang City, Indonesia. Data comprised classroom observations, interviews with students and supporting informants, student worksheets, and learning documentation. Analysis followed the interactive model of Miles, Huberman, and Saldaña, combining data condensation, data display, and conclusion drawing and verification with source and method triangulation. Four interrelated themes emerged: limited working memory and attention, difficulty understanding abstract concepts, limited generalization, and reliance on concrete representations. Across the cases, multiple means of representation supported connections between quantities and numerals; multiple means of action and expression allowed students to demonstrate understanding through pointing, matching, and manipulating objects; and multiple means of engagement helped sustain participation through focused tasks and guidance. Difficulties persisted when representations changed or concrete support was reduced. These findings suggest that UDL provided a framework for matching instructional support to individual learning demands rather than eliminating cognitive barriers. The account is context-bound and does not establish causal effects or generalizable improvement.
Co-Authors Endang Wahyuningrum Lutfiah Lutfiah Sudirman