Beyond Universal Design for Learning Guidelines: The Role of Teaching Philosophy in UDL Implementation

Abstract

The results of an investigation are presented whose objective was to describe the writing strategies carried out by deaf students of secondary school, based on a teaching experience with a bilingual perspective and a textual communicative teaching approach, based on the writing process. The study seeks to respond to the need to contribute with didactic proposals that consider the linguistic and cultural characteristics of this group. A design that combines elements of the Case Study and Research-Action was used, developing a didactic sequence ("Authorized Autobiographies") aimed at 3rd year students of a regular high school with a School Integration Program. The results show various strategies used by students in the writing process that are poorly documented in the literature. It highlights the importance of digital media as support for writing and the role of exchange between peers at different times in the writing process. The positive impact on the written production of a process approach is evident. It is concluded on the relevance of approaching the teaching of writing in deaf students through authentic communicative situations, with cultural and linguistic mediations necessary for learning Spanish as a second language, with the purpose of ensuring a better educational trajectory and full inclusion in education written culture and in society.