THE UNIVERSAL DESIGN FOR LEARNING

Practical guide for teachers

This book is a text that serves as a guide for teachers on the application of the Universal Design for Learning (UDL) paradigm in teaching programming. It consists of various parts where aspects of how to serve all students under the premise of inclusive education are explained. The book begins with an important prologue by Gerardo Echeita, a leading author on inclusion issues, who places and emphasizes the importance of this text in the present times.

The book, with clear and simple language, presents the DUA model based on a fundamental component, contextualization. Next, it describes the principles of UDL from the teaching reality that each educator experiences in their classrooms. Subsequently, it offers a wide and detailed series of guidelines and examples of how to apply UDL in daily educational work; and it does so based on research evidence and with the commitment to present models that can be adapted to the reality of each school, each teacher and each context. In this way, the aim is to provide the necessary tools to apply UDL in the classroom, at different educational levels, with an extremely easy-to-use format. To conclude, the author presents his reflection on the relationship and the importance of attending to the diversity of students from the DUA model.

EXTRACT FROM THE INDEX CONTENTS

FOREWORD. Gerardo Echeita Sarrionandia

Universal Design for Learning (UDL) in the complex process and dynamism of an inclusive school

1. Introduction to UDL in a context based on quality inclusive education

UDL objectives. The contextualized UDL. Educational inclusion as a fundamental framework of the UDL

2. The principles of UDL. A call for reflection

Guidelines for implementing the UDL. Provide multiple forms of involvement, representation, and action and expression

3. The creation of the UDL

The beginning of everything, emotion. The teaching staff, a fundamental key. Keys for our students

4. Applying UDL based on what the teachers tell us works. Good and inspiring practices

Promote autonomy. Motivate appropriately. Try to minimize distractions. Allow different levels in achieving objectives. Highlight the importance of the goals to be achieved. Present a clear structure in the contents. Connect the contents with previous knowledge. Explain relevant concepts in various ways. Provide guidelines to guide learning. Use real and relevant examples. Propose sequenced learning and individualized support. Promote self-regulation skills. Present information based on individual needs. Check the use of support software in electronic materials. Encourage collaboration between students. Allow communication through different means. Help manage resources. Allow yourself to express yourself in class in different ways. Help students achieve the goals they set.

SUBJECTS

Methods in education

Learning

Didactics

Inclusion

Competencies

Teacher training

Sergio Sánchez Fuentes has a PhD from the University of Salamanca and the Institute for Community Integration (INICO). He is a Graduate in Psychopedagogy from the same university and has a diploma in Teaching from the Pontifical University of Salamanca. He is currently a professor at the Autonomous University of Madrid (UAM). He has participated in various research and transfer projects, with special emphasis on the implementation of the UDL paradigm in European, Asian and American environments. Its main publications focus on the dissemination and analysis of the application of UDL at all educational levels. He participates as a guest professor in postgraduate courses in various Latin American countries and focuses his research on the development of studies on UDL with schools and universities in Ireland, the USA, Greece and Belgium, among others. He is co-founder and member of the on-Inclusion research group at the UAM.