Thesis abstract:

«p style="text-align:justify"»«span style="color:#000000"»Inclusive education has become an international trend to enhance quality education for all students with and without disabilities. The Universal Design for Learning (UDL) framework is often promoted as an inclusive pedagogical framework that provides support and flexibility in lesson planning and curriculum development. Teachers are on the front line in implementing the UDL framework in regular classrooms. In the current study, the Theory of Planned Behaviour (TPB) was utilised to examine secondary school teachers’ intentions to implement the UDL framework and their actual teaching behaviour in China. Both quantitative and qualitative measures (i.e., questionnaires, observations, and interviews) were applied to gather in-depth data to understand teachers’ attitudes, perceived behavioural control, subjective norms, intentions, and actual teaching behaviour.«/span»«/p» «p style="text-align:justify"»«span style="color:#000000"»«em»Keywords«/em»: Universal Design for Learning, Theory of Planned Behaviour, Inclusive Education, Teachers, China«/span»«/p»