El diseño universal para el aprendizaje para atender a la neurodiversidad en educacion inicial
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El objetivo de esta investigación documental fue explicar el Diseño Universal para el Aprendizaje (DUA) como enfoque educativo para la atención a la neurodiversidad en estudiantes de Educación Inicial. Esta investigación se desarrolló bajo un enfoque cualitativo, con un diseño documental, analizando fuentes académicas, investigaciones previas y marcos teóricos actualizados. A partir de este proceso, se logró recopilar información relevante, establecer un marco conceptual que relacione el DUA con la atención a la diversidad neurológica, y reflexionar sobre sus implicancias pedagógicas. Los resultados evidencian que, si bien el DUA forma parte de políticas y propuestas inclusivas, su aplicación aún es limitada en la práctica docente, debido a interpretaciones de la neurodiversidad y escasa formación docente al respecto. Finalmente, este estudio destaca la necesidad de repensar las prácticas pedagógicas desde enfoques inclusivos que valoren las distintas formas de aprender, y propone el uso del DUA como una herramienta clave para construir experiencias de aprendizaje más accesibles, equitativas y significativas desde los primeros años de escolaridad.
The objective of this documentary research was to explain Universal Design for Learning (UDL) as an educational approach to address neurodiversity in Early Childhood Education students. This study was conducted using a qualitative approach and a documentary design, analyzing academic sources, previous research, and updated theoretical frameworks. Through this process, relevant information was collected, a conceptual framework linking UDL and neurodiversity was established, and its pedagogical implications were explored. The results show that although UDL is part of inclusive policies and proposals, its application remains limited in teaching practice due to reductionist interpretations of neurodiversity and insufficient teacher training. Finally, this study highlights the need to rethink pedagogical practices from inclusive perspectives that value diverse ways of learning and proposes the use of UDL as a key tool to build more accessible, equitable, and meaningful learning experiences from the early years of schooling.
The objective of this documentary research was to explain Universal Design for Learning (UDL) as an educational approach to address neurodiversity in Early Childhood Education students. This study was conducted using a qualitative approach and a documentary design, analyzing academic sources, previous research, and updated theoretical frameworks. Through this process, relevant information was collected, a conceptual framework linking UDL and neurodiversity was established, and its pedagogical implications were explored. The results show that although UDL is part of inclusive policies and proposals, its application remains limited in teaching practice due to reductionist interpretations of neurodiversity and insufficient teacher training. Finally, this study highlights the need to rethink pedagogical practices from inclusive perspectives that value diverse ways of learning and proposes the use of UDL as a key tool to build more accessible, equitable, and meaningful learning experiences from the early years of schooling.
Description
Trabajo de investigación para optar el grado académico de Bachiller en Educación.
Keywords
Neurodiversidad, Diseño Universal para el Aprendizaje, Inclusión, Enfoque educativo, Docente, Estudiantes