Towards a more inclusive Higher Education through Universal Design for Learning
DOI:
https://doi.org/10.5902/1984686X93377Keywords:
Inclusive Education, Universal Design for Learning, University Teacher TrainingAbstract
Faced with the current challenges of including a diversity of students in higher education, scientific literature has highlighted the need for teacher training in inclusive approaches such as Universal Design for Learning. This approach includes principles and strategies based on scientific evidence, aimed at reducing barriers to learning for all students. This qualitative pilot study aims to explore teaching strategies and practices considering the Universal Design for Learning framework, as well as university teacher training in this field, created for this purpose. Of the eight trainees, six agreed to be interviewed. The data was analysed using Content Analysis. The results point to strategies and practices aligned with Universal Design for Learning, as well as the need for pedagogical innovation. The effects of participation in the training were considered positive, and aspects were identified for the design of teacher training in favour of more inclusive higher education.
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