UDL and Accessible ICTs: Perception and Teacher Training in Secondary and Vocational Education
DOI:
https://doi.org/10.55777/rea.v18i36.7844Keywords:
Accesibility, Universal Design for Learning (UDL), Secondary Education, Teaching Staff, Vocational trainingAbstract
Universal Design for Learning is a pedagogical approach focused on generating inclusive and accessible educational environments for all students. UDL training for teachers is crucial to implement pedagogical strategies that eliminate barriers and encourage student participation. One of the most versatile resources to promote inclusion in learning is the use of Information and Communication Technologies. These tools allow the educational process to be adapted to the diversity of needs and learning styles of students, promoting a more accessible and equitable environment. The main objective is to describe the knowledge, training and attitude of secondary education and vocational training teachers regarding the practice of UDL, as well as their level of competence in the application of ICTs. The results indicate that 47.1% apply UDL in their teaching practice, but only 33.7% have received specific training. Teachers with prior training in UDL have higher scores, a positive attitude towards UDL Principles, and a higher level of competence in the use of ICTs compared to teachers without training.
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