Inclusion, Intercultural Education, and Universal Design for Learning in Initial Teacher Training

Abstract

Initial teacher training must accept the challenge of diversity from an inclusive and intercultural approach by incorporating universal design for learning (UDL) into the preparation of future teachers. The aim of this study is to discover the perception of UDL, inclusion, and intercultural education of early childhood education degree students at Universitat Jaume I (Spain). It is a descriptive, qualitative study in which 23 students participated through focus groups and individual and group interviews. The results show difficulties in defining the concepts and seeing them applied in university teaching. In conclusion, there is a need to extend the presence and focus on inclusion and intercultural education in university study plans and teaching, with greater student involvement and improved communication and teaching coordination, in order to introduce UDL as a transversal principle.