Diagnosis of the Universal Design of Learning: basic education of the Alps Educational Unit

Abstract

Universal Design for Learning (UDL) is a methodology focused on providing alternatives for improving teaching-learning processes whose principles and guidelines contribute to the design of effective and inclusive pedagogical strategies. The objective of this diagnosis is to analyze the applicability of UDL in the basic education levels of the Alpes Educational Unit, identifying the problem faced by teachers for an adequate planning and execution of these principles, based on the need to implement innovative didactic strategies that guarantee educational quality and inclusion. The research has a mixed approach and a descriptive design. The study sample consisted of 7 teachers from the basic education levels. The instruments applied consisted of 1 questionnaire with 24 multiple-choice questions for a Likert assessment, as well as 1 observation sheet with 21 items. The results show that teachers achieve a higher percentage of effectiveness in the application of principle 1 of UDL on the various means of presenting information in the classroom. While principles 2 and 3 require greater knowledge. Therefore, there is a need for continuous training of teaching staff.