Diseño universal para el aprendizaje en el currículo de Educación Primaria

Abstract

INTRODUCTION. The Universal Design for Learning (UDL) is an inclusive educational approach or model that promotes an open and accessible teaching-learning process for all students. To this end, it is based on the design of a curriculum, from the beginning of the educational process, which must be flexible and adapted to the needs, motivations, aptitudes, interests and expectations of the students and their learning styles and rhythms. OBJECTIVE. The purpose of this doctoral thesis focuses on analysing the presence of the SAD in the curriculum at state and regional level in Primary Education. METHODOLOGY. The doctoral thesis presents a descriptive design of mixed analysis (qualitative and quantitative), using documentary analysis as a research methodology, as is reflected in the four studies that make up the doctoral thesis. Specifically, study 1 is a documentary review of the international context and its relationship in the field of education. Meanwhile, studies 2, 3 and 4 are a documentary review of the educational legislation for the Primary Education stage at national level, by Autonomous Communities (CCAA) and Autonomous Cities, derived from the following Organic Laws, LOE (2006), LOMCE (2013) and LOMLOE (2020). RESULTS. It is evident that the SAD is present, to a greater extent, in the documents corresponding to the Autonomous Regions, as opposed to those referring to the State level. The term diversity is the most common in the contexts of analysis. The results are presented at a quantitative and qualitative level. CONCLUSIONS. The presence of the SAD in educational regulations is backed up by an overview of the same, i.e. the successive educational reforms up to LOMLOE (2020) show a trajectory aimed at inclusive education as a successful pedagogical model. Furthermore, it is concluded that the teaching-learning process, from an inclusive perspective, must be understood as a network coordinated by the Education Administration, where it is the Education System that must adapt to the student and not the other way around (a pedagogy centred on the student and not on the development of models). But this can only be achieved if inclusive experiences are part of the legal texts so that schools can reflect this in their educational projects.