<![CDATA[Inclusive education requires teachers to design learning that responds to diverse learner needs. However, teachers in Indonesia, including Pekanbaru, still face challenges in developing readiness to implement flexible and inclusive instruction. This study examined changes in teachers’ perceived readiness to implement Universal Design for Learning (UDL) following a three-day professional development program. A one-group pretest-posttest design was employed with 27 teachers in Pekanbaru, Indonesia. Data were collected using a validated 15-item questionnaire covering three UDL dimensions: multiple means of representation, action and expression, and engagement. Item-total correlations ranged from 0.468 to 0.865, with Cronbach’s alpha of 0.944. Data were analyzed using descriptive statistics and a paired-samples t-test. The mean teacher- readiness score increased from 30.63 at pretest to 53.67 at posttest, indicating substantial improvement following the training. The findings suggest that structured UDL professional development can strengthen teachers’ perceived readiness to implement UDL in inclusive learning contexts. However, the one-group design limits causal interpretation. Further research using comparison groups and follow-up measurements is recommended.]]>
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