Diseño universal para el aprendizaje: análisis de las prácticas de enseñanza para la optimización de las opciones de aprendizaje

Abstract

To respond with quality, equity and pertinence implies the implementation of pedagogical strategies not only different but flexible, that promote learning for everyone. The results of the research introduced below come from the investigative process developed in a rehabilitation center for people with cognitive disabilities. The research was led under the qualitative paradigm analyzing teaching practices in two groups of the Center in the light of the principles proposed by the Universal Design for Learning. The findings allowed us to recognize practices to diversify both the presentation of information and the expression of students, and also, we could identified the need to rethink education plans according to their needs.