PractiUDL. Practical guide for approaching Universal Design for Learning through corners
Saved in:
Sanahuja, A., et al., PractiUDL. Practical guide for approaching Universal Design for Learning through corners. Madrid, Real Patronato sobre Discapacidad, 2026, 152 p.
Ref.
611142
Location:
CEDID Archivo
Palabras clave:
Educación inclusiva, Profesor, Formación de personal, Accesibilidad, Diseño, Aprendizaje, Formación, Apoyo educativo, Necesidades educativas especiales, Estudiantes, Juventud, Universidad, Educación superior, Fichas técnicas, Actividades, Inclusión educativa, Entorno educativo, Recomendaciones
Educación inclusiva, Profesor, Formación de personal, Accesibilidad, Diseño, Aprendizaje, Formación, Apoyo educativo, Necesidades educativas especiales, Estudiantes, Juventud, Universidad, Educación superior, Fichas técnicas, Actividades, Inclusión educativa, Entorno educativo, Recomendaciones
Abstract:
This guide is a resource for university teachers of Education Degrees to work, from an experiential and practical perspective, the UDL foundations in the university classrooms. It proposes to incorporate UDL through the methodological strategy of ‘working in corners’. By means of 10 corners, different aspects of this paradigm are addressed, from its origins in the field of architecture or its neuroscientific grounds, to its presence in the current education legislation or the practical possibilities for its implementation in the classroom. It offers materials to be printed, and considers different modalities of implementation, which allow teachers to choose those that are more suitable for their context. Every proposal aims to set the basis of UDL, respecting its philosophy, which allows a higher understanding of this paradigm. This material may be of interest for addressing UDL in teachers’ initial training due to its practical nature and its consistency with the principles of this paradigm.
This guide is a resource for university teachers of Education Degrees to work, from an experiential and practical perspective, the UDL foundations in the university classrooms. It proposes to incorporate UDL through the methodological strategy of ‘working in corners’. By means of 10 corners, different aspects of this paradigm are addressed, from its origins in the field of architecture or its neuroscientific grounds, to its presence in the current education legislation or the practical possibilities for its implementation in the classroom. It offers materials to be printed, and considers different modalities of implementation, which allow teachers to choose those that are more suitable for their context. Every proposal aims to set the basis of UDL, respecting its philosophy, which allows a higher understanding of this paradigm. This material may be of interest for addressing UDL in teachers’ initial training due to its practical nature and its consistency with the principles of this paradigm.