Implementation of Universal Design for Learning for Students with Intellectual Disabilities in Secondary Education

Abstract

This study aims to analyze the implementation of Universal Design for Learning (UDL) in the educational services of students with intellectual disabilities in secondary education, by identifying teaching strategies, barriers, facilitators, and their impact on learning and educational inclusion. To this end, a descriptive research project was conducted with a predominantly qualitative, mixed-method approach. Theoretical, empirical, and statistical-mathematical methods were employed. Among the strengths, students showed a high level of interest in the use of visual, manipulative, and technological resources, which favored their motivation and comprehension. Among the weaknesses, the predominance of traditional methods, the exclusive use of textbooks, limited student participation, and limited student autonomy were identified. After the implementation of the proposal, positive transformations were observed that are possible if this learning approach is used in a contextualized manner. The indicators evaluated progressed from a lower level of achievement to the highest level; However, teachers expressed concern about the use of technology and the sustainability of resources, among other issues. Future research should focus on its effectiveness at different educational levels and contexts, its integration with contributions from neuroscience, and the design and use of digital and technological resources based on UDL.