Hacia una educación superior más inclusiva mediante el Diseño Universal para el Aprendizaje
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https://doi.org/10.5902/1984686X93377Palabras clave:
Educación Inclusiva, Diseño Universal para el Aprendizaje, Formación del Profesorado UniversitarioResumen
Ante los retos actuales de incluir a una diversidad de estudiantes en la educación superior, la literatura científica ha puesto de manifiesto la necesidad de formar al profesorado en enfoques inclusivos como el Diseño Universal para el Aprendizaje. Este enfoque incluye principios y estrategias basados en la evidencia científica, destinados a reducir las barreras al aprendizaje de todos los estudiantes. Este estudio piloto, de carácter cualitativo, pretende explorar estrategias y prácticas docentes a la luz de la estructura del Diseño Universal para el Aprendizaje, así como la formación docente universitaria en este ámbito, creada a tal efecto. De los ocho participantes, seis aceptaron ser entrevistados. Los datos se analizaron mediante análisis de contenido. Los resultados apuntan a estrategias y prácticas alineadas con el Diseño Universal para el Aprendizaje, así como a la necesidad de innovación pedagógica. Los efectos de la participación en la formación se consideraron positivos y se identificaron aspectos para el diseño de una formación del profesorado en favor de una educación superior más inclusiva.
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