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ALTERIDAD. Revista de Educación

versión On-line ISSN 1390-8642versión impresa ISSN 1390-325X

Resumen

ESPADA CHAVARRIA, Rosa M.; GALLEGO CONDOY, Miriam Bernarda  y  GONZALEZ-MONTESINO, Rayco H.. Universal Design of Learning and and inclusion in Basic Education. Alteridad [online]. 2019, vol.14, n.2, pp.207-218. ISSN 1390-8642.  https://doi.org/10.17163/alt.v14n2.2019.05.

Inclusive education is made concrete in the classroom, taking into account the diversity of pupils, which is the necessary step to ensure equal opportunities in access to the educational process. The objective of this paper is to know the methodologies and didactic strategies used by basic education teachers and whether these are based on the Universal Design for Learning (UDL). The methodology is quantitative and descriptive in scope, using a Likert scale questionnaire with 29 items. As a complement to the study, four qualitative open-ended questions are also carried out. The final sample is 26 teachers, who work with children between 7 and 12 years old, from four educational establishments representing three of the natural regions of Ecuador. The main results reflect a limited knowledge of the UDL and its principles, highlighting that in public schools and in those where there is a higher percentage of students with disabilities, only 29% of teachers know approximately what the UDL means. On the other hand, there are actions that affect the formative process and the equality of opportunities for students with low hearing and vision. We conclude with the need for teacher training in UDL as a didactic alternative in the framework of inclusive education by providing the same opportunities to all students regardless of their individual characteristics.

Palabras clave : Universal Design for Learning; inclusion; equal opportunities; accessibility; diversity; teaching strategies.

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