Implementación del Diseño Universal de Aprendizaje en infantes de 5 a 6 años de la Escuela de Innovación UNAE.

Abstract

The project was based on problems identified in pre-professional practice, where a lack of innovative activities to address inclusion was observed. For this reason, it seeks to implement the Universal Learning Design (UDA) as an inclusive education model to focus on the different educational needs of high school students at the UNAE School of Basic Innovation. This theoretical framework proposes principles and guidelines with reference to the scientific assumptions of Alba, Soto and Gardner on inclusive education, multiple intelligences and UDL. This helps create large and diverse learning spaces. This study was conducted within a socio-critical paradigm, using action research methods for qualitative research. All data on students' teaching processes were collected using techniques and tools such as participant observation and recorded in field diaries for analysis and interpretation. The teachers were interviewed using a question guide. The recommendations “Learning and growing together” based on Gardner's Seven Intelligences were also applied. Finally, learning results were collected to identify the strengths and limitations of the study and the recommendations were analyzed by piloting the respective established routes.