INFOGRAPHIC VISUALIZATION OF LEARNING CONTENT AS A TOOL OF UNIVERSAL DESIGN FOR LEARNING FOREIGN LITERATURE OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This article investigates the pedagogical potential of infographic visualisation of educational content as a tool within the Universal Design for Learning (UDL) framework, examined across two distinct pedagogical contexts: the practice of teacher assistants working with children with special educational needs (SEN) in general secondary education institutions in Kryvyi Rih (50 participants), and the practice of foreign literature teachers undertaking professional development at the Sumy Regional Institute of Postgraduate Pedagogical Education (50 participants). The study clarifies the essence of the UDL approach within the context of differentiated and inclusive education, and substantiates the alignment of infographics with the three core principles of the framework: multiple means of engagement, representation, and action and expression. Based on the results of questionnaires, structured interviews, and analysis of pedagogical activity outputs, a critically low level of familiarity with UDL principles was identified in both groups of educators – 80% and 64%, respectively, demonstrated low or below-average knowledge – alongside a negligible proportion of those who independently create infographic materials (12% and 16%, respectively). The phenomenon of the «illusion of competence» was identified, and the systemic nature of barriers to the implementation of UDL-oriented visualisation was described. The specific needs and practices of each of the groups under study were determined. Comparative monitoring of the instructional module «Infographics as a UDL Tool» revealed significant growth in key indicators of the methodological competence of foreign literature teachers. An original typology of pedagogical infographics for foreign literature lessons was developed, comprising eight types; digital tools were systematised with due consideration of the specific characteristics of both educator groups; a four-level conceptual model of infographic visualisation for the inclusive classroom was proposed, featuring step-by-step transition algorithms between levels; and five pedagogical conditions for effective implementation were identified.