Eficacia de la formación docente en diseño universal para el aprendizaje: Una revisión sistemática de literatura (2000-2020)


  • José Manuel Sánchez-Serrano Universidad Complutense de Madrid




Universal Design for Learning, teacher training, attention to diversity, inclusive education, systematic review


Over the last two decades, Universal Design for Learning (UDL) has been configured as one of the most promising approaches to guide attention to student diversity. This model, which justifies its principles based on research on neurolearning, has been adopted by Spanish legislation on education as a reference framework to optimize the educational response to the different ways of learning of students. Incorporating UDL principles into teaching practice can be complex if teachers do not have proper knowledge of its theoretical foundations and its framework of guidelines and checkpoints. In this sense, teacher training in UDL play a fundamental role. Therefore, it is necessary to guarantee that such training on UDL is effective in the development of teaching skills for attention to diversity. The objective of this work is to explore the existing empirical evidence on the effectiveness that teacher training in UDL has shown to have. The methodology consisted of a systematic review of literature to find out what kind of research based on educational interventions on UDL has been developed and what results have been obtained. Throughout the process, the guidelines of the PRISMA Statement were followed. Of the 507 records initially identified in different databases (ERIC, Scopus, PsycInfo® or ProQuest Central, among others), 27 met the eligibility criteria and were included in the review. The synthesis and discussion of results focuses on describing the information referring to different variables of interest, such as the type of UDL training that was provided, the context in which it was developed, the contents included, the profile of the participating teachers or the findings. The conclusions point out that training in UDL is effective for the development of the capacity to incorporate the principles and guidelines in practice, as well as for the development of positive perceptions by teachers about the potential and benefits of UDL.


Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación.

Real Decreto 95/2022, de 1 de febrero, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Infantil.

Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria.

Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria.

Real Decreto 243/2022, de 5 de abril, por el que se establecen la ordenación y las enseñanzas mínimas del Bachillerato.

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