Universal Learning Design (ULD) and instructional strategies for inclusión

Abstract

A study on Universal Design for Learning (UDL) was carried out with a sample of 373 teachers of the Elementary School of the Southeast region of Coahuila de Zaragoza in the 2021 – 2022 cycle, in three Axes that are Universal Design for learning, Educational Inclusion and Didactic Strategies from which 146 variables were obtained that were applied in an online digital instrument and processed with a spreadsheet and a statistical program, using descriptive statistics, correlation and factor analysis with the method of Principal Axis and Varimax rotation. 11 factors were obtained that explained 47.42% of the total variability of the phenomenon and was selected in Factor 1 since it concentrated the greatest variability with 27.22% with 38 variables selected. It was shown that teachers in their practice use 7 variables that correspond to the DUA, which allows to show a model with a central structure that was graphed. It also emphasizes the need to strengthen teacher training in variables that were not significant in their pedagogical practice.