2020
DOI: 10.3390/educsci10110303
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Educational Inclusion through the Universal Design for Learning: Alternatives to Teacher Training

Abstract: Universal design for instruction (UDI) is a teaching strategy that has proved its value in the process of educational inclusion, resulting in a fundamental tool for the achievement of objective 4 of the 2030 agenda for sustainable development. The lack of time of university professors and the scarce training offered in this subject make it difficult to know and implement UDI in university classrooms, increasing the risk of exclusion of students with some kind of disability. This study analyses the level of kno… Show more

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Cited by 11 publications
(10 citation statements)
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“…A relevant aspect regarding access to education -and HE in particular -is related to students with special needs (Diaz-Vega et al, 2020) who may suffer from exclusion due to teachers' lack of training that may render them unable to deal with disability, limiting the inclusion of all students. It is then necessary to provide teachers with skills to deal with the various special needs of students, creatively making inclusion possible for all.…”
Section: Special Needs Studentsmentioning
confidence: 99%
See 1 more Smart Citation
“…A relevant aspect regarding access to education -and HE in particular -is related to students with special needs (Diaz-Vega et al, 2020) who may suffer from exclusion due to teachers' lack of training that may render them unable to deal with disability, limiting the inclusion of all students. It is then necessary to provide teachers with skills to deal with the various special needs of students, creatively making inclusion possible for all.…”
Section: Special Needs Studentsmentioning
confidence: 99%
“…Incorporation of the SDGs into HEIs' internal processes (5 papers) --Fleacă et al, 2018 --Hamdan, 2020 --Kioupi & Voulvoulis, 2020 -Leal Filho, 2020 -Purcell et al, 2019 4. Other aspects relevant to the research (contributions of teacher training, scholarships, happiness and well-being, students with special needs) (7 papers) -Chisingui & Costa, 2020 -Blanco-Portela et al, 2020-Campbell et al, 2020-Heleta & Bagus, 2020-Antó et al, 2021-Munar et al, 2020-Diaz-Vega et al, 2020…”
mentioning
confidence: 99%
“…The study with the largest sample of participants in Spain is the one developed by Díaz-Vega et al (2020), where a quantitative methodology with a non-experimental design (ex post facto) of a correlational nature was used. It was based on the questionnaire technique (designed ad hoc and with a Crombach's alpha of 0.875) for the collection of information.…”
Section: Management and Institutional Governancementioning
confidence: 99%
“…The second consideration from which the present work is developed is from the empirical experience developed by the authors themselves, who in different works already published analyze one by one the aspects referred to by the Sustainable Development Solutions Network for the achievement of SDG4 in higher education institutions, as well as in other recent empirical works that highlight specific recommendations, such as those of Díaz-Vega et al (2020, Moreno-Rodríguez et al (2021), CERMI (2020), Madrid et al (2020, as well as in technical documents of organizations, such as the United Nations, UNESCO, the Spanish Network for Sustainable Development, or the United Nations Development Program, aimed at the implementation of the 2030 Agenda in the university environment.…”
Section: Introduction University and Agenda 2030mentioning
confidence: 99%
“…According to the latest data, available in the 1985-2019 Statistical Yearbook of the Community of Madrid [34,35], during the 2017-2018 academic year, Universidad Rey Juan Carlos was positioned as the second university with the greatest number of students in the Community of Madrid, with 46,451 students. It is worth noting that, of the total number of students, nearly 2% are students with disabilities.…”
Section: Hypothesis 3 (H3)mentioning
confidence: 99%