Educational Inclusion through the Universal Design for Learning
Alternatives to Teacher Training
Bibliographic Data
| ID | 22042841 |
|---|---|
| Authors | Miriam Diaz-Vega (0000-0001-6163-2173, Universidad Rey Juan Carlos), Ricardo Moreno-Rodriguez (0000-0003-2593-4101, Universidad Rey Juan Carlos), José Luis López-Bastías (0000-0002-9454-5428, Universidad Rey Juan Carlos, corresponding author) |
| Year | 2020 |
| Volume | 10 |
| Issue | 11 |
| Pages | 303 |
| Publication date | 2020-10-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci10110303 |
| OpenAlex | W3097590621 |
| Language | EN |
| Citations received | 8 |
| References cited | 9 |
Universal design for instruction (UDI) is a teaching strategy that has proved its value in the process of educational inclusion, resulting in a fundamental tool for the achievement of objective 4 of the 2030 agenda for sustainable development. The lack of time of university professors and the scarce training offered in this subject make it difficult to know and implement UDI in university classrooms, increasing the risk of exclusion of students with some kind of disability. This study analyses the level of knowledge and implementation of the principles and strategies of UDI by university professors. Those professors did not have prior training, but they had access to the Curricular Adaptations of University Students with Special Educational Needs (CAUSSEN) tool as guide to implement different guidelines. The CAUSSEN tool is a document, developed by the Unit of Attention to People with Disability, in which there is information about UDI guidelines and accommodations referring to students with special educational needs. Results show a wide implementation of the UDI principles, despite the low level of previous knowledge its principles. This study concludes that there are practical alternatives to the lack of training, and that teachers’ self-perception of their own effectiveness and ability to cope with the inclusion of all students should be strengthened
Instructional design · Mathematics education · Medical education · Pedagogy · Perception · Universal design · Assistive Technology in Communication and Mobility · Computer Science · Disability Education and Employment · Inclusive Education and Diversity · Medicine · Psychology
Internal motivation vs. learning environment support in EFL
Development of Vocational Maturity in University Students with Disabilities to Access, Obtain an Internship and Complete University Studies
Development of Educational Video Capsules for Active Learning in Environmental Sciences through Universal Design for Learning
Universal Design for Learning and Instruction
What faculty already do
Diseño Universal para el Aprendizaje en la configuración de prácticas inclusivas del profesorado universitario en Ecuador
Universal Design for Learning. A systematic review of its role in Teacher Education
Keys to Build an Inclusive University System
Inclusive education in higher education
Transforming faculty conceptions of disability and inclusive education through a training programme
Attention to the special educational needs of university students with disabilities
Asking for too much? The voices of students with disabilities in Botswana
Inclusive pedagogy
| Citations per year | 1.33 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |