Estudio sobre la aplicación del Diseño Universal para el Aprendizaje en el nivel de Educación Básica Media

Abstract

This study explores the implementation of Universal Design for Learning (UDL) in middle school education, an inclusive methodology aimed at addressing student diversity. The study employed a mixed-methods approach, incorporating questionnaires, interviews, and observations, to evaluate teaching approaches according to Universal Design for Learning (UDL) principles: representation, action and expression, and engagement. Results show that while the term "UDL" is not widely recognized by educators, numerous associated practices are implicitly used. Highlighted techniques include the use of visual resources, educational tools, and collaborative activities designed to enhance student participation. The study also underscores significant obstacles to successful UDL implementation. These encompass inadequate specialized training for educators, insufficient resources, and limited institutional support for integrating this framework into the educational system. Despite these limitations, findings indicate a beneficial effect on student motivation and engagement when inclusive initiatives are used. Educators implementing these techniques skillfully modify curriculum and activities to address diverse student needs, thereby enhancing access to learning and promoting equity in educational outcomes. The research concludes that UDL constitutes a feasible paradigm for achieving high-quality, inclusive education. Successful implementation requires enhancing teacher competencies through ongoing professional development and formulating institutional policies that ensure resource availability and long-term sustainability.