Universal Design for Learning in the Classroom: Teachers' Perceptions of the Universe of Words
DOI:
https://doi.org/10.55777/rea.v18i36.7507Keywords:
Universe of Words, Universal Design for Learning (UDL), Attention to Diversity, Active MetodologiesAbstract
The methodological revolution is a reality that affects teachers in all 21st-century schools. Therefore, this study analyses the "Universe of Words" methodology by evaluating its alignment with the principles of Universal Design for Learning (UDL) in Early Years and Primary Education. The "Universe of Words" is a methodology based on global projects organised around key words and learning categories linked to the Early Years and Primary curriculum. The aim is to determine whether this methodology adequately addresses student diversity. The research is conducted in Spain and adopts a qualitative approach, with interviews conducted with four teachers implementing this methodology in different educational centres, as well as other indirect participants such as the authors of the methodology, educational professionals, and families of pupils who have experienced this model in their schools. The results indicate that teachers consider the methodology to be motivating and holistic, although not all describe it as inclusive. Nevertheless, it is notable that pupils take an active role in their learning, which reinforces the UDL approach. In addition, teachers value the flexibility of the methodology and its capacity to adapt activities to different levels, although some resources are criticised as being impractical for Early Years pupils.
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