Diseño Universal para el Aprendizaje. Una revisión sistemática de su papel en la formación del profesorado.

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Publicado: Feb 12, 2025
Actualizado: 2025-02-12
Versiones:
2025-02-12 (5)
DOI: https://doi.org/10.17163/alt.v20n1.2025.09
Palabras clave:
Educación Inclusiva, Diversidad, Inclusión, Formación del Profesorado, Educación Especial, Diseño Universal para el Aprendizaje

Contenido principal del artículo

Sara De la Fuente González
Universidad de Oviedo
https://orcid.org/0000-0002-0166-1172
David Menéndez Álvarez-Hevia
Universidad de Oviedo
https://orcid.org/0000-0003-2138-1490
Alejandro Rodríguez-Martín
Universidad de Oviedo
https://orcid.org/0000-0002-4230-4243

Resumen

El Diseño Universal para el Aprendizaje (DUA) es un enfoque educativo en desarrollo que persigue mejorar el aprendizaje de todo el alumnado sin tener que recurrir a modificaciones significativas del currículo. Progresivamente, este concepto se ha incorporado a los debates pedagógicos y a la normativa educativa más actual. En esta línea, algunas publicaciones han ilustrado la eficacia del DUA en términos de acceso, participación y compromiso con los procesos de aprendizaje, especialmente en el caso del alumnado con discapacidad. Este trabajo ofrece una revisión sistemática de la literatura que ayuda a comprender bajo qué enfoques se integra el DUA en los procesos de formación docente. Para ello, se incluyeron 88 artículos que abordan la incorporación del Diseño Universal para el Aprendizaje en los procesos de formación inicial y permanente del profesorado. Los resultados apuntan a un enfoque dominante basado en la vinculación del DUA con los estudiantes con discapacidad. Esta visión restringe la forma en que los profesores aplican prácticas inclusivas en las aulas, lo que exige una interpretación más amplia y comprensiva del DUA. El estudio contribuye a fomentar el debate sobre el Diseño Universal para el Aprendizaje (DUA) en su conjunto, incluida la perspectiva dominante proyectada en la forma de entenderlo y aplicarlo en la formación del profesorado y en las aulas. Además, prevé nuevos escenarios más inclusivos para el desarrollo de enfoques educativos que apoyen a todos los alumnos, fomentando un entorno de aprendizaje verdaderamente inclusivo.
 

Detalles del artículo

Número
Vol. 20 Núm. 1 (2025): (enero-junio 2025): Reformas y políticas educacionales a gran escala
Sección
Sección Miscelánea
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