Eficacia de la formación docente en diseño universal para el aprendizaje: Una revisión sistemática de literatura (2000-2020)
Keywords: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.
Rose DH, Meyer A. Teaching every student in the digital age: Universal Design for Learning. Association for Supervision and Curriculum Development; 2002.
Burgstahler S. Universal Design: Implications for computing education. ACM Transactions on Computing Education (TOCE). 2011; 11(3): 1-17. https://doi.org/10.1145/2037276.2037283
Meyer A, Rose DH, Gordon DT. Universal Design for Learning: Theory and practice. CAST Professional Publishing; 2014.
CAST, Center for Applied Special Technology. Universal Design for Learning guidelines. Version 2.0. Author; 2011. http://udlguidelines.cast.org/more/downloads
Sánchez-Serrano JM. Eficacia de la formación inicial del profesorado en Diseño Universal para el Aprendizaje en el desarrollo de competencias para la atención a la diversidad. Universidad Complutense de Madrid; 2022.
Al-Azawei A, Serenelli F, Lundqvist K. Universal Design for Learning (UDL): A content analysis of peer reviewed journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning. 2016; 16(3): 39-56. https://doi.org/10.14434/josotl.v16i3.19295
Capp M J. The effectiveness of Universal Design for Learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education. 2017; 21(8): 791-807. https://doi.org/10.1080/13603116.2017.1325074
Rao K, Ok MW, Bryant BR. A review of research on Universal Design educational models. Remedial and Special Education. 2014; 35(3): 153-166. https://doi.org/10.1177/0741932513518980
Spooner F, Baker JN, Harris AA, Ahlgrim-Delzell L, Browder DM. Effects of training in Universal Design for Learning on lesson plan development. Remedial and special education. 2007; 28(2): 108-116. https://doi.org/10.1177/07419325070280020101
Liberati A, Altman DG, Tetzlaff J, Mulrow C, Gøtzsche PC, Ioannidis, JPA et al. The PRISMA Statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLoS Med. 2009; 6(7): 1-28. https://doi.org/10.1371/journal.pmed.1000100
Higgins JPT, Green S. (Eds.) Cochrane handbook for systematic reviews of interventions Version 5.1. The Cochrane Collaboration; 2011. https://training.cochrane.org/cochrane-handbook-systematic-reviews-interventions
Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLoS Med. 2009; 6(7), 1-6. DOI: 10.1371/journal.pmed.1000097
Cooper-Martin E, Wolanin N. Evaluation of the Universal Design for Learning projects. Montgomery County Public Schools; 2014. https://eric.ed.gov/?id=ED557728
Katz J. Implementing the Three Block Model of Universal Design for Learning: Effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education. 2015; 19(1): 1-20. http://dx.doi.org/10.1080/13603116.2014.881569
Katz J, Sokal L, Wu A. Academic achievement of diverse K-12 students in inclusive Three-Block Model classrooms. International Journal of Inclusive Education. 2019; 25(12): 1391-1420. https://doi.org/10.1080/13603116.2019.1613450
McGhie-Richmond D, Sung AN. Applying Universal Design for Learning to instructional lesson planning. International Journal of Whole Schooling. 2013; 9(1): 43-59. http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html
Dalton EM, Mckenzie JA, Kahonde C. The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning. African Journal of Disability. 2012; 1(1): 1-7. https://doi.org/10.4102/ajod.v1i1.13
Frey TJ, Andres DK, McKeeman LA, Lane JJ. Collaboration by design: Integrating core pedagogical content and special education methods courses in a preservice secondary education program. The Teacher Educator. 2012; 47(1): 45-66. http://dx.doi.org/10.1080/08878730.2011.632473
Lowrey KA, Classen A, Sylvest A. Exploring ways to support preservice teachers’ use of UDL in planning and instruction. Journal of Educational Research & Practice. 2019; 9(1): 261-281. https://doi.org/10.5590/JERAP.2019.09.1.19
Craig SL, Smith SJ, Frey BB. Professional development with Universal Design for Learning: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education. 2019; 48(1): 22-37. https://doi.org/10.1080/19415257.2019.1685563
Davies PL, Schelly CL, Spooner CL. Measuring the effectiveness of Universal Design for Learning intervention in postsecondary education. Journal of Postsecondary Education and Disability. 2013; 26(3): 195-220. https://www.ahead.org/professional-resources/publications/jped/archived-jped/jped-volume-26
Schelly CL, Davies PL, Spooner CL. Student perceptions of faculty implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability. 2011; 24(1): 17-30. https://www.ahead.org/professional-resources/publications/jped/archived-jped/jped-volume-24
Smith Canter L, King LH, Williams JB, Metcalf D, Rhys Myrick Potts K. Evaluating pedagogy and practice of Universal Design for Learning in public schools. Exceptionality Education International. 2017; 27: 1-16. https://ir.lib.uwo.ca/eei/vol27/iss1/1
Dymond SK, Renzaglia A, Rosenstein A, Chun EJ, Banks RA, Niswander V, Gilson CL. Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Research and Practice for Persons with Severe Disabilities. 2006; 31(4): 293-308. https://doi.org/10.1177%2F154079690603100403
McGuire-Schwartz ME, Arndt JS. Transforming Universal Design for Learning in early childhood teacher education from college classroom to early childhood classroom. Journal of Early Childhood Teacher Education. 2007; 28(2): 127-139. http://dx.doi.org/10.1080/10901020701366707
Cunningham MP, Huchting KK, Fogarty D, Graf V. Providing access for students with moderate disabilities: An evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education. 2017; 21(1): 138-170. http://dx.doi.org/10.15365/joce.2101072017
Evmenova A. Preparing teachers to use Universal Design for Learning to support diverse learners. Journal of Online Learning Research. 2018; 4(2): 147-171. https://www.learntechlib.org/primary/p/181969/
Hutson B, Downs H. The college STAR faculty learning community: Promoting learning for all students through faculty collaboration. The Journal of Faculty Development. 2015; 29(1): 25-32. https://eric.ed.gov/?id=EJ1134352
Izzo MV, Murray A, Novak J. The faculty perspective on Universal Design for Learning. Journal of Postsecondary Education and Disability. 2008; 21(2): 60-72. https://www.ahead.org/professional-resources/publications/jped/archived-jped/jped-volume-21
Williams J, Evans C, King L. The Impact of Universal Design for Learning Instruction on Lesson Planning. International Journal of Learning. 2012; 18(4): 213-222. https://doi.org/10.18848/1447-9494/CGP/v18i04/47587
Meo G. Curriculum planning for all learners: Applying Universal Design for Learning (UDL) to a high school reading comprehension program. Preventing School Failure: Alternative Education for Children and Youth. 2008; 52(2): 21-30. https://doi.org/10.3200/PSFL.52.2.21-30
Lanterman CS, Applequist K. Pre-service teachers’ beliefs: Impact of training in Universal Design for Learning. Exceptionality Education International. 2018; 28(3): 102-121. https://ir.lib.uwo.ca/eei/vol28/iss3/8/
Edyburn K, Edyburn DL. Classroom menus for supporting the academic success of diverse learners. Intervention in School and Clinic. 2021; 56(4): 243-249. https://doi.org/10.1177/1053451220944381
Israel M, Ribuffo C, Smith S. Universal Design for Learning: Recommendations for teacher preparation and professional development (Document No. IC-7). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center; 2014. http://ceedar.education.ufl.edu/tools/innovation-configurations/
Rao K, Meo G. Using Universal Design for Learning to design standards-based lesson. SAGE Open. 2016; 6(4): 1-12. https://doi.org/10.1177/2158244016680688
King LH, Williams JB, Warren SH. Preparing and supporting teachers for 21st century expectations through Universal Design for Learning. Delta Kappa Gamma Bulletin. 2011; 77(2): 51-55. https://www.questia.com/library/journal/1P3-2257395031/preparing-and-supporting-teachers-for-21st-century
Wu X. Universal Design for Learning: A collaborative framework for designing inclusive curriculum. IE: Inquiry in Education. 2010; 1(2): 1-13. https://digitalcommons.nl.edu/ie/vol1/iss2/6/
Edyburn DL. Would you recognize Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly. 2010; 33(1): 33-41. https://doi.org/10.1177/073194871003300103
Rosenthal R. The “file drawer problema” and tolerance for null results. Psychological bulletin. 1979; 86(3): 638-641. https://doi.org/10.1037/0033-2909.86.3.638
Copyright (c) 2022 José Manuel Sánchez-Serrano
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The authors who publish in this journal agree to the following terms:
a. Authors retain copyright and grant the journal the right of first publication
b. Texts will be published under a Creative Commons Attribution Non Commercial License that allows others to share the work, provided they include an acknowledgement of the work’s authorship, its initial publication in this journal and the terms of the license.