El paradigma del diseño universal para el aprendizaje, centrado en el estudiante

Abstract

The aim of this article is to provide a detailed description of the Universal Design for Learning (UDL) paradigm, focused on student-centered education, whether it be in early childhood, middle, or higher education. It highlights the compliance with legal mandates regarding the proposition of education for all, based on the Universal Design for Learning. In order to fulfill the purpose of the study, it became necessary to address aspects related to Universal Design for Learning, followed by education for all and everything related to international and national regulations regarding education for all. The main objective of these regulations is to stimulate the transformation of teachers' pedagogical practices, incorporating Universal Design for Learning (UDL) into them, in order to effectively address diversity, considering it as a way to enhance the learning of all students by accommodating their styles, rhythms, and preferences through curriculum flexibility. It is concluded that education inherently involves knowledge. Therefore, there is a need for studies that support the use of inclusive continuous training strategies, with Universal Design for Learning being the most suitable paradigm.