Universal Design of Learning and and inclusion in Basic Education

Abstract

Inclusive education maintains that equity must be the target and the most precious value of current education systems. Under this premise, change and innovation in the school are inherent to such a target, in order to foster equality of opportunity. These changes, among others, affect teaching methodology and strategies. Thus, educating without exclusions will also correspond to teachers. This research will be approached from this perspective, with the objective of approaching the reality of knowledge and the use of didactic strategies that put into practice the universal design for learning (UDL) of basic education teachers. This is followed by a descriptive study using a mixed methodology that presents both quantitative and qualitative data. The final sample is 26 teachers, who work with children between the ages of 7 and 12, from 4 educational establishments: 2 Fiscal Commission, 1 Private individual and 1 Bilingual intercultural, represented in 3 natural regions of Ecuador. The main results reflect the limited knowledge of the SAD and the principles and, on the other hand, the demand of teachers for specialized training in attention to diversity and educational inclusion through the universal design of learning. The type of teacher intervention and the degree of involvement and participation of the students according to the geographical area of the country is relevant.