Towards an Inclusive Model. Neuroeducation and Dua

EasyChair Preprint 12935

Abstract

Introduction. Universal Design for Learning (UDL) is a model based on the outcomes of educational practice and research, learning theories, technologies, and advances in neuroscience. Method: Analysis of UDL as a model aimed at reformulating education by providing a conceptual framework to identify barriers to learning and promote inclusive teaching proposals. Results: UDL proposes providing multiple means of engagement in learning, organizing the outcomes around three guidelines: 1) Providing multiple means of engagement. Any teacher or professional who has spent time in a classroom is aware of individual differences in preferences or what motivates students in a group. 2) Providing multiple means of representation. 3) Providing multiple means of action and expression. The diversity of individuals in how they interact with information and their preferences for studying or expressing what they have learned is related to differences in learning styles or cognitive skills and preferences. Conclusion and Discussions: Some administrations have incorporated UDL into their policies to promote inclusive education and work towards achieving Sustainable Development Goal number four. Strategic measures are needed to achieve the engagement of the educational community, teachers, school leadership teams, and educational administration, among which training in inclusive teaching models is identified for its strategic role.

Keyphrases: Inclusión, Neuroeducación, dua

@booklet{EasyChair:12935,
  author    = {Raimundo Castaño Calle and Sandra Liliana Medina Cárdenas and Amparo Casado Melo},
  title     = {Towards an Inclusive Model. Neuroeducation and Dua},
  howpublished = {EasyChair Preprint 12935},
  year      = {EasyChair, 2024}}