Presentation: Universal Desing for Learning

Abstract

It is currently evident that Universal Design for Learning (UDL) is not alien to the international educational reality. To a greater or lesser extent, the developed countries of the world have mentions, references or standards that describe the importance of developing quality inclusive education and, in this sense, its link with the UDL paradigm is undeniable.

Numerous examples and research are now available on various aspects of the SAD model (Gronseth et al., 2022) and its health as an inclusive approach. Recent systematic reviews provide evidence of the number of studies that have been developed over the last decade on the application of SAD at different educational stages (Bray, et al., submitted for review). Even the model itself has been undergoing a process of change since the publication of an essay by David Rose (Rose, 2021), co-founder of the Center For Applied Special Technology (CAST) and originator of the principles of Universal Design for Learning. The understanding of a more emotional, social and learner variability-centred model, moving away from a traditional focus on special educational needs, has meant that UDL has evolved over the last five years into a model for all teachers.