American Research Journal of Humanities and Social Sciences
ISSN (Online): 2378-7031
DOI: 10.46568/2378-7031
Advancing Inclusive Visual Arts Education and A Mixed-Methods Investigation of Universal Design for Learning
Affiliation
Hossain Sanghi*, Sforza Maggi, Sryropoulou Dellis, Frank Jones, Gomberg Maitland, Jackson Leyrer
Division of Education, Philadelphia Museum of Art, Philadelphia, PA, USA
Correspondence to: Hossain Sanghi, Division of Education, Philadelphia Museum of Art, Philadelphia, PA, USA
Publication Information: May 10, 2026
Citation: Sanghi H, Maggi S, Dellis S, Jones F, Maitland G, Leyrer J. Advancing Inclusive Visual Arts Education and A Mixed-Methods Investigation of Universal Design for Learning. American Research Journal of Humanities and Social Sciences, Vol 12, no. 2, 2026, pp. 25-30.
Copyright: © 2026 Sanghi H, et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study examines how Universal Design for Learning (UDL) can support engagement, understanding, and creative development in visual arts education among students in Grades 6–8 at a private school in Mongolia. A total of 169 students participated in UDL-informed visual arts lessons designed around culturally relevant topics, including Mongolian Ornament in Grade 6, Animal Form Creation in Grade 7, and Artists of Mongolia in Grade 8. A mixed-methods research design was employed, combining student surveys, classroom observations, and structured examination of students’ artistic work. Classroom observations and artwork analysis indicated that varied forms of instructional representation, including demonstrations, visual references, hands-on resources, and digital materials, helped students interpret artistic techniques and culturally significant concepts more effectively. Opportunities to select materials, techniques, and methods of presenting their work also encouraged experimentation and individual artistic choices. Students demonstrated stronger participation, greater independence in completing tasks, and increased confidence when learning activities offered multiple pathways for engagement and expression. The findings suggest that UDL can provide a practical framework for making visual arts instruction more responsive to differences in students’ abilities, interests, and learning approaches. In the Mongolian context, its use may also strengthen connections between inclusive teaching practices and culturally relevant arts education. The study highlights the importance of teacher preparation, flexible instructional planning, and institutional support for incorporating UDL principles into visual arts curricula.
