Practical application of principle one of the Universal Design for Learning in the r
DOI:
https://doi.org/10.55204/pcc.v3i1.e35Keywords:
Diversity, Inclusive cultures, Specialized Education, Inclusive approach, Ordinary education, Inclusive practicesAbstract
This manuscript provides us with a didactic guide for the application of Universal Design for Learning (DUA) aimed at achieving true inclusive classrooms, based on the hypothesis that it can be achieved that all students have opportunities to learn based on the educational model developed by the Center for Applied Special Technology (CAST) who propose a framework to enrich and make the design of the curriculum more flexible, reduce possible barriers and provide learning opportunities to all students, valuing their individuality and rhythm, for this it will be used the advances in neuroscience who link neural networks through the implementation of principles and guidelines such as multiple forms of representation, multiple forms of action and expression and multiple forms of involvement, all of them supported by their guidelines and tasks. The objective of this research is to achieve the design of a flexible curriculum in the use of its methods, materials and evaluation to replace the curricular adaptations that are currently used in the classrooms of the Ecuadorian educational system and that constitute an exclusive action.
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