Analysis of inclusive education knowledge and implementation of Universal Design Learning among teachers of physical education from different educational stages

Authors

DOI:

https://doi.org/10.55777/rea.v18i36.7846

Keywords:

Universal Design for Learning (UDL), Inclusion, Physical Education, Teacher Profile

Abstract

Universal Design for Learning (UDL) is a pedagogical approach that aims for the comprehensive development of all students regardless of their abilities. Physical Education seems a strategic area for developing flexible teaching methodologies adapted to all students. However, it is not clear to what extent daily reality reflects the knowledge and didactic application of UDL among Physical Education teachers, or whether sex or the educational stage in which they carry out their professional work can be relevant factors. 168 physical education teachers (65% men), from Primary Education (PE) and Mandatory Secondary Education (MSO)/high school, participated in this study. Perceptions about their knowledge and practice inclusive education and UDL in the classroom were evaluated. Weekly class hours and ratio were also registered as relevant variables. Globally, the results revealed higher levels of application of UDL in women and in PE teachers, with differences in the relevance of knowledge regarding both sex and educational stage. The results are discussed by assuming the relevance of training in diversity and the availability of time to carry out inclusive practices.

 

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Author Biographies

Rocío Illanes Segura, Universidad de Huelva, España

Doctorate in Social Pedagogy. Degree in Pedagogy. Master's Degree in Educational Psychology. Member of the research group ‘Social Studies and Social Intervention’ at the University of Huelva. She has extensive experience in the associative movement focused on addictions and socially excluded groups, focusing her research on the search for social transformation through education. This includes studies on the digital divide and the use of technologies as a means of social participation and inclusion.

Diana Ruiz Vicente, Universidad Camilo José Cela, España

Doctor of Physical Activity and Sports Sciences. Graduate in Primary Education. Accredited as a Contracted Doctoral Professor, Doctoral Professor at a private university, and Assistant Doctoral Professor (ACAP). Two six-year periods of research recognised by the CNEAI. Specialist in physical activity and adapted sports and recreational activities. Her main lines of research have been recreational activities in indigenous communities in Brazil, physical activity and sport for people with disabilities, ergogenic aids and sports performance (caffeine, amino acids and salts), as well as muscle damage and genetics in endurance sports. He has published scientific articles in international journals with impact factors, as a result of the various research projects in which he has participated as a collaborator or principal investigator.

Bruno García Tardón, Universidad Camilo José Cela, España

Doctor of Education Sciences. Physical Education Teacher and Official Master's Degree in Sports Programmes. Accredited as a private university professor, contracted professor and assistant professor (ANECA). Six years of research (CNEAI). Expert in education and physical and sports activities in contexts at risk of social exclusion, especially in prisons. His lines of research focus on the teaching of Physical Education, adult education and, in particular, physical and sporting activities in populations at risk of social exclusion. He has given various lectures on this subject and has acted as a reviewer for various journals with articles related to these topics.

Laura Herrero Pérez, Universidad Camilo José Cela, España

Doctor of Psychology. Degree in Educational Psychology, Physical Education Teacher and Master's Degree in Behavioural and Health Sciences Methodology. Accreditation as a private university professor, contracted professor and assistant professor (ANECA). Six years of research (CNEAI). Specialist in cognitive processes, learning and musical interpretation. Her lines of research cover different areas, linked both to learning and teaching and to the analysis of cognitive processes in different contexts. Her specialisation in methodology has led her to collaborate in studies in both the fields of education and psychology.

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PORTADA_VOLUMEN 18, NÚMERO 36

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Published

2025-10-22

How to Cite

Illanes Segura, R., Ruiz Vicente, D., García Tardón, B., & Herrero Pérez, L. (2025). Analysis of inclusive education knowledge and implementation of Universal Design Learning among teachers of physical education from different educational stages. Journal of Learning Styles, 18(36), 89–103. https://doi.org/10.55777/rea.v18i36.7846

Issue

Vol. 18 No. 36 (2025): Universal Design for Learning as a measure of attention to diversity

Section

THEMATIC RESEARCH ARTICLES. Volume 18, Number 36 (October, 2025)_Universal Design for Learning as a measure of attention to diversity.

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