This proposal presents a comprehensive framework that aligns Universal Design for Learning (UDL) principles with specific pedagogical approaches for students with diverse learning needs in foreign language classrooms. While UDL has proven effective in general education contexts, its application in foreign language learning for students with various specific learning difficulties remains under-explored. Our proposed framework addresses this gap by developing a structured approach to inquiry that supports four specific learner populations: students with visual impairments, students who are deaf or hard of hearing, students with learning differences, and students with ADHD.

The proposed framework organizes critical questions across three domains—barriers to access, ICT tools integration, and teacher support strategies—all aligned with UDL's core principles of multiple means of representation, engagement, and expression. Each question includes a detailed rationale that connects to specific challenges in language acquisition for different learner profiles. The framework acknowledges how barriers may evolve as learners progress through different CEFR proficiency levels, providing a dynamic approach to inclusive language education.

This proposal contributes to inclusive education practices by offering language educators a structured approach to identify, understand, and address the specific needs of diverse learners. It emphasizes the importance of student voice in educational design and provides a foundation for developing customized pedagogical interventions. When implemented, this framework can serve as both a reflective tool for educators and a practical guide for applying UDL principles in foreign language classrooms, ultimately supporting equitable access to language learning opportunities for all students.

Keywords: Universal Design for Learning, Foreign Language Education, Inclusive Education, Visual Impairment, Hearing Impairment, Specific Learning Difficulties, ADHD, CEFR Levels.