DECODING UNIVERSAL DESIGN FOR LEARNING: ¿WHAT EMPIRICAL EVIDENCE SUPPORTS IT?

Abstract

At a time when the Universal Design for Learning (DUA) has entered with force the educational system promoted by the LOMLOE, it is relevant to consider what research supports the fact that educational policies have adopted the DUA as an unquestionable solution to educational inclusion. The DUA is presented as one more step to address and include the diversity of learning rhythms and needs in the classroom, eliminate barriers, achieve personalization of education and, with all this, respond to the fourth objective of the 2030 Agenda for Sustainable Development. In practice, it implies that attention to individual learning needs should no longer be carried out through adaptations of a common curriculum, but that the teacher must personalize the curricular path under the premise that all students are diverse, different and unique in their way of learning. This article analyses the differential characteristics of DUA, examines what empirical evidence supports them, and reflects on the suitability of this approach in relation to the desirable equity that the universal right to education should achieve in every educational system in a democratic society.