Universal Design for Learning in Basic General Education: Impact on Inclusion and Participation
DOI:
https://doi.org/10.56200/mentor.v5i14.13007Keywords:
inclusion, participation, learning, accessibilityAbstract
The persistence of homogeneous pedagogical practices limits inclusion and student participation in Basic General Education, revealing learning barriers that hinder educational support for students with diverse needs. The objective of the study was to analyze the impact of Universal Design for Learning on the inclusion and participation of Basic General Education students. A quantitative pre-experimental pretest–posttest study was conducted with 32 students and 4 teachers, applying Likert-scale surveys before and after a pedagogical intervention based on Universal Design for Learning. The results showed increases in the mean values of student inclusion from 2.7 to 4.1 and student participation from 2.8 to 4.1 after the intervention. Positive correlations were also identified between Universal Design for Learning and inclusion (r=0.79) and student participation (r=0.82), evidencing improvements in accessibility and educational participation. It was concluded that the implementation of Universal Design for Learning strengthened inclusive pedagogical practices, promoting curricular accessibility, active participation, and attention to diversity among Basic General Education students.
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Copyright (c) 2026 Tania Elizabeth Cuenca Camacho , María Elena Hidalgo Puchaicela , Maritza Leonor Lapo Gómez , Deisy Melania Lapo Gómez , Diana Vanessa Paredes Lojano , Rosa Esperanza Gordillo Veléz
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