Universal Design for Learning in Digital Teacher Training from an Inclusive Pedagogical Perspective

Abstract

Teacher training in transformative and inclusive pedagogical paradigms such as the one proposed by Universal Design for Learning (UDL) is currently one of the basic pillars for achieving true educational inclusion. This paper presents a literature review of the most relevant studies carried out in recent years (2017-2021) on teacher training in innovative teaching proposals based on UDL to promote inclusive quality education. The results of the research demonstrate the importance of SAD as an innovative and inclusive approach that, together with Information and Communication Technologies (ICT), promote the transformation of teaching-learning processes aimed at providing effective responses to the diverse needs, demands and particularities of students. In conclusion, it highlights the need to address the principles of SAD during teacher training in order to ensure the construction of enriching learning environments, as well as a teaching staff committed to the transformation of the education system to achieve a democratic and inclusive school.