{"id":23526,"date":"2022-12-20T15:05:15","date_gmt":"2022-12-20T15:05:15","guid":{"rendered":"https:\/\/impulseducacio.org\/?p=23526"},"modified":"2024-04-17T08:12:19","modified_gmt":"2024-04-17T08:12:19","slug":"universal-design-for-learning-a-didactic-model-from-an-inclusive-perspective","status":"publish","type":"post","link":"https:\/\/impulseducacio.org\/en\/universal-design-for-learning-a-didactic-model-from-an-inclusive-perspective\/","title":{"rendered":"Universal Design for Learning, a didactic model from an inclusive perspective"},"content":{"rendered":"

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Universal Design for Learning, a didactic model from an inclusive perspective<\/h1>\n<\/div>
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17 April 2024<\/p>\n<\/div>

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UDL provides a common framework for working together to move towards inclusive and quality education<\/h2>\n<\/div>

By Jordi Viladrosa i Clua<\/p>\n<\/div>

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In this article, we summarise the contributions of Carmen Alba Pastor<\/strong>, PhD in Education, in her interview for the Di\u00e0legs magazine Inclusion and human progress<\/a><\/span>, on the contribution of Universal Design for Learning to educational inclusion.<\/p>\n

The author argues that the 2030 Agenda has pushed us to achieve the construction to practice of inclusive education and that, in this complex journey from inclusive school to inclusive system, the principles of Universal Design for Learning<\/span><\/a>, popularised as UDL, can facilitate attention to student diversity.<\/p>\n

According to Alba Pastor, Universal Design for Learning (UDL) is a systemic, organised model; it is not a methodology, a theory, but a model based on the professional experience of a team of researchers linked to a Boston hospital and Harvard University, led by David Rose<\/a><\/span>, at a time when education was being transformed: it was the moment the “No Child Left Behind Act<\/a><\/span>” (NCLB) was passed (2001). They showed that when curricular adaptations are made, students with learning difficulties do learn; this means that there is an error in the approach, it is not that they cannot learn, it is that what the school provides them with does not respond to their abilities. They said: children come to us from schools for us to make adaptations because these children do not learn, but when we make curricular adaptations, they do; ergo, there is an error in the approach; it is not that children cannot learn, it is that what the school provides them with does not respond to their abilities.<\/p>\n

At that time, another movement in architecture was also born in the United States: Universal Design, promoted by the architect Ron Mace<\/a><\/span>. He suffered a motor disability and had personal experience finding barriers in some contexts but not others. So his disabilities did not depend only on his characteristics or abilities but on his interaction with those contexts.<\/p>\n

This idea of universal design stroke a chord and connected with the concern of the CAST<\/a><\/span> (Centre for Applied Special Technology) team, with David Frost and Anne Meyer<\/a><\/span>, among others. They understood that this same formulation would be valid for education: i.e., part of the barriers students face in learning is not due to their characteristics but because teachers do not provide them with the right context, resources, materials, or activities, that made it possible for them to learn.<\/p>\n<\/div>

\"\u00e9tica<\/span><\/div>
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Part of the barriers that learners encounter are because we do not provide the relevant resources or the right context<\/h6>\n<\/div>
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We don\u2019t have as in architecture, escalators, or as in technology, screen readers; but\u00a0we have the curriculum, and we can make decisions for teaching being accessible and students be able to learn. Based on a review of the scientific knowledge on teaching, a model is created taking three factors as a reference:<\/p>\n