Analysis of educational inclusion and universal design for learning at the elementary education sublevel
DOI:
https://doi.org/10.69821/DISCE.v3i1.76Keywords:
Universal Design for Learning, inclusive education, elementary education, teacher training, student participationAbstract
Introduction: Inclusive education is strengthened through Universal Design for Learning (UDL). This study analyzes its implementation in elementary education and its effect on student inclusion and participation.
Materials and methods: Mixed study with multiple case design in five schools. Twenty-two teachers and 143 students (grades 2 to 5) participated. Semi-structured interviews, classroom observations (CAST protocol), recordings, and a Likert questionnaire (pre-test/post-test) were administered after an 8-week intervention. Qualitative analysis was performed using thematic coding and non-parametric quantitative analysis.
Results: The three principles of UDL were applied with varying intensity. Multimodal representation was the most frequent; action and expression showed greater variability.
Discussion: The findings are consistent with previous meta-analyses confirming the positive impact of UDL when applied in a coordinated manner. Teacher training and institutional support are key factors; technological limitations and partial implementation are barriers.
Conclusions: Comprehensive implementation of UDL significantly improves participation and inclusion in elementary education. Continuous teacher training is the decisive factor for success.
Downloads
References
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), Article 2218191. https://doi.org/10.1080/2331186X.2023.2218191
Barrios Aguilar, R. V., Mendoza Gavilán, I., Campos de Ríos, T. D., & Villalba, V. G. (2024). Análisis de la implementación del enfoque Diseño Universal de Aprendizaje (DUA) en las prácticas pedagógicas. AULA PYAHU: Revista de Formación Docente y Enseñanza, 2(3), 21-32. https://doi.org/10.47133/rdap2024-23art2
CAST (2024). Universal Design for Learning Guidelines version 3.0 [Spanish (3.0) español Graphic Organizer]. https://udlguidelines.cast.org/static/udlg3-graphicorganizer_spanish_update_8142024.pdf
Chen, H., & Lei, J. (2024). Teachers' and students' beliefs towards universal design for learning framework: A scoping review. SAGE Open, 14(3), 1-15. https://doi.org/10.1177/21582440241272032
Cortés, M., Arias, A. R., & Ferreira, C. (2022). Perspectiva inclusiva en el currículo de educación primaria desde el diseño universal para el aprendizaje: Un estudio comparado. Revista Española de Educación Comparada, 41, 194-212. https://doi.org/10.5944/reec.41.2022.31263
Espada-Chavarria, R., González-Montesino, R. H., López Bastías, J. L., & Díaz-Vega, M. (2023). Universal design for learning and instruction: Effective strategies for inclusive higher education. Education Sciences, 13(6), 620. https://doi.org/10.3390/educsci13060620
Ewe, L., & Galvin, T. (2023). Universal design for learning across formal school structures in Europe: A systematic review. Education Sciences, 13(9), 867. https://doi.org/10.3390/educsci13090867
González-Ramírez, T., Alba-Pastor, C., Galindo-Domínguez, H., & García-Hernández, A. (2025). Efecto de la formación del profesorado en el diseño universal para el aprendizaje (DUA) sobre la percepción de los facilitadores y las barreras para la educación inclusiva. Educar, 61(1). https://educar.uab.cat/article/view/v61-n1-gonzalez-et-al
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Toward more inclusive education: An empirical test of the universal design for learning conceptual model among preservice teachers. Journal of Teacher Education, 72(3), 381-395. https://doi.org/10.1177/0022487120965525
Han, K., Lee, S., & Park, J. (2024). Inclusive classroom dynamics and student well-being under UDL frameworks: A mixed-methods investigation. International Journal of Inclusive Education, 28(2), 214-231. https://doi.org/10.1080/13603116.2024.2301045
Irvan, M., Jauhari, M. N., Junaidi, A. R., Badiah, L. I., & Idhartono, A. R. (2023). Involvement of teachers in inclusive schools for quality learning design and quality student learning. Journal of Learning for Development, 10(3), 361-375. https://doi.org/10.55202/jld.v10i3.1478
King-Sears, M. E., Stefanidis, A., Evmenova, A. S., Rao, K., Mergen, R. L., Owen, L. S., & Strimel, M. M. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122, Article 103956. https://doi.org/10.1016/j.tate.2022.103956
Lambert, R., McNiff, A., Schuck, R., Imm, K., & Zimmerman, S. (2023). UDL is a way of thinking: Theorizing UDL teacher knowledge, beliefs, and practices. Frontiers in Education, 8, Article 1145293. https://doi.org/10.3389/feduc.2023.1145293
Lowrey, K. A., Hollingshead, A., Howery, K., & Bishop, C. D. (2022). Teachers' perspectives on UDL and inclusion: Barriers and facilitators in practice. Educational Policy, 36(5), 1135-1161. https://doi.org/10.1177/0895904820951120
Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing. https://www.castprofessional.com
Muñoz-Ortiz, W. W., García-Mera, G. M., Esteves-Fajardo, Z. I., & Peñalver-Higuera, M. J. (2023). El Diseño Universal de Aprendizaje: Un enfoque para la educación inclusiva. Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes, 6(12), 167-183. https://doi.org/10.46419/koi.v6i12.65
Onoiu, A. G., & Belletich Ruiz, O. (2024). Formación del profesorado de educación infantil en DUA: Claves pedagógicas. European Public & Social Innovation Review, 9, 1-21. https://doi.org/10.31637/epsir-2024-888
Pincay-Reyes, J., & Cedeño-Tuárez, L. (2023). Diseño Universal de Aprendizaje y atención a la diversidad en estudiantes de educación básica. Revista Innova Educación, 5(2), 132-148. https://doi.org/10.35622/j.rie.2023.02.009
Roncal, F., & Ronzón, Z. (2023). Evaluación formativa en contextos de educación inclusiva: Un análisis documental. Revista Latinoamericana de Educación Inclusiva, 17(1), 45-62. https://doi.org/10.14350/rlei.2023.17.1.3
Rusconi, L., & Squillaci, M. (2023). Effects of a Universal Design for Learning (UDL) training course on the development teachers' competences: A systematic review. Education Sciences, 13(5), 466. https://doi.org/10.3390/educsci13050466
Sánchez-Fuentes, S. (2023). El Diseño Universal para el Aprendizaje: Guía práctica para el profesorado. Narcea. https://www.narcea.es
Sebastián-Heredero, E., Moreira, S. F. da C., & Moreira, F. R. (2022). Educational practices based on Universal Design for Learning (UDL). Revista Ibero-Americana de Estudos em Educação, 17(3), 1903-1924. https://doi.org/10.21723/riaee.v17i3.17087
Thoma, R., Farassopoulos, N., & Lousta, C. (2023). Teaching STEAM through universal design for learning in early years of primary education: Plugged-in and unplugged activities with emphasis on connectivism learning theory. Teaching and Teacher Education, 132, Article 104210. https://doi.org/10.1016/j.tate.2023.104210
UNESCO (2021). Global education monitoring report 2021: Inclusion and education: All means all. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54676/MNNX7704
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.1007/978-1-4757-3317-3
Zhang, L., Allen Carter, R., & Hoekstra, N. J. (2024). A critical analysis of universal design for learning in the U.S. federal education law. Policy Futures in Education, 22(1), 45-60. https://doi.org/10.1177/14782103231179530
Published
Issue
Section
License
Copyright (c) 2026 Manuel Alberto Pacheco Barrera (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Usted es libre de:
- Compartir — copiar y redistribuir el material en cualquier medio o formato para cualquier propósito, incluso comercialmente.
- Adaptar — remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente.
- La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia
Usted debe dar crédito de manera adecuada , brindar un enlace a la licencia, e indicar si se han realizado cambios . Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
