Universal Design for Learning in Early Childhood Education A myth or a reality? Teachers' perceptions
DOI:
https://doi.org/10.55777/rea.v18i36.7842Keywords:
teachers, Early Childhood Education, Inclusion, MethodologyAbstract
Universal Design for Learning (UDL) has burst into the classroom as a new inclusive approach based on the flexibility and accessibility of teaching. This is especially relevant for the Early Childhood Education stage due to the variety of learning rhythms resulting from heterogeneous maturation. However, for its correct implementation, it is vital to ensure the presence of a faculty that has knowledge and knows how to apply this methodology. For this purpose, a quantitative evaluative-descriptive study was carried out with the purpose of knowing the perception of Early Childhood Education teachers regarding the UDL and the inference of age, years of experience and whether they are practicing teachers. A total sample of 108 Early Childhood Education teachers from the Region of Murcia completed a 26-item Likert scale questionnaire, and the information was analyzed by means of the SPSS statistical program. The results show a generalized positive opinion of the teachers and identify that those with less age and trajectory value the SAD better. In conclusion, initial and continuous training is established as a key element for the determination and effectiveness of these inclusive practices.
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