The universal design for learning: experience at the Open University For Adults (UAPA)

Abstract

The following best practice describes an experience developed within the framework of the Master's Program in Psychoeducational Intervention at the Open University for Adults (UAPA) in the Dominican Republic, over several trimesters between 2023 and 2024. Specifically, it was implemented in the Psychoeducational Assessment course (code MIP-209), with the collaboration of 44 participants. This practice focused on promoting inclusive education and respect for diversity through the incorporation of Universal Design for Learning (UDL) in the course's various assessment activities. It was based on the theoretical and practical approaches presented by the Center for Applied Special Technology (CAST). To reconstruct the process, the methodology of systematizing experiences was used, employing evidence collected through informal conversations, document review, field notes, and a questionnaire with open-ended questions. The results demonstrate the importance of providing multiple avenues for action and expression in developing inclusive education at the university level, showing significant improvements in the quality of the work produced by participants. In conclusion, it is understood that Universal Design for Learning (UDL) facilitates a more accessible approach to education by enabling the progressive development of inclusive education and the elimination of barriers that limit learning, guaranteeing the right to learn based on students' own potential, interests, and needs.

Keywords:
Inclusive Education; Universal Design for Learning; accessibility; good practices; educational innovation