Methodological guide for teachers on universal design for learning (UDL) for university students with disabilities

Abstract

This article presents the design of a methodological guide for implementing Universal Design for Learning (UDL) in university students with disabilities at the Ibero-American University Corporation in the city of Bogotá, Colombia, addressing the diversity of students enrolled at this University in a relevant matter. The study employed a qualitative approach, evident in the use of methods and instruments for data collection, such as semi- structured interviews and bibliographic review. Twelve teacher interviews and two with teaching directors were conducted, making it feasible to establish the methodological guide in accordance with the information collected. The categories are as follows: educational inclusion, Universal Design for Learning (UDL), methodological guide, and disability. The results determine the need to unify the pedagogical strategies used by teachers through the methodological guide, making it instrumental in improving the academic experience of students with disabilities, as it guarantees that teaching strategies are flexible and adapt to their diverse needs.