A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria
Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guidel...
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| Format: | Article |
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MDPI AG
2025-07-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/7/909 |
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| author | Alicia Sánchez Carlos Ledezma Vicenç Font |
| author_facet | Alicia Sánchez Carlos Ledezma Vicenç Font |
| author_sort | Alicia Sánchez |
| collection | DOAJ |
| description | Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for mathematical teaching and learning processes—to establish relationships and seek complementarities between both references. To this end, firstly, a document analysis of literature about UDL was conducted; secondly, UDL and DSC guidelines were contrasted, relating UDL principles and verification points to DSC components and indicators to design a first proposal of an integrated guideline between both references; and, thirdly, an expert validation was conducted with researchers familiar with DSC to adjust the guideline originally proposed. As a main result, a proposal of integration of the UDL and DSC guidelines was designed, which intends to organise the reflection of (prospective and practising) mathematics teachers on their teaching practice. This integrated proposal not only seeks to address current curricular needs, but also to delve deeper into theoretical development that contributes to refining existing tools to encourage reflection on teaching practice. |
| format | Article |
| id | doaj-art-3d8d1fa1b4a6430d90ca6e576aa3c6bc |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-3d8d1fa1b4a6430d90ca6e576aa3c6bc2025-08-20T03:32:12ZengMDPI AGEducation Sciences2227-71022025-07-0115790910.3390/educsci15070909A Proposal of Integration of Universal Design for Learning and Didactic Suitability CriteriaAlicia Sánchez0Carlos Ledezma1Vicenç Font2Department of Language, Science, and Mathematics Education, Faculty of Education, University of Barcelona, Campus Mundet, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, SpainDepartment of Language, Science, and Mathematics Education, Faculty of Education, University of Barcelona, Campus Mundet, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, SpainDepartment of Language, Science, and Mathematics Education, Faculty of Education, University of Barcelona, Campus Mundet, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, SpainGiven the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for mathematical teaching and learning processes—to establish relationships and seek complementarities between both references. To this end, firstly, a document analysis of literature about UDL was conducted; secondly, UDL and DSC guidelines were contrasted, relating UDL principles and verification points to DSC components and indicators to design a first proposal of an integrated guideline between both references; and, thirdly, an expert validation was conducted with researchers familiar with DSC to adjust the guideline originally proposed. As a main result, a proposal of integration of the UDL and DSC guidelines was designed, which intends to organise the reflection of (prospective and practising) mathematics teachers on their teaching practice. This integrated proposal not only seeks to address current curricular needs, but also to delve deeper into theoretical development that contributes to refining existing tools to encourage reflection on teaching practice.https://www.mdpi.com/2227-7102/15/7/909didactic suitability criteriadocument analysismathematics educationonto-semiotic approachteaching reflectionuniversal design for learning |
| spellingShingle | Alicia Sánchez Carlos Ledezma Vicenç Font A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria Education Sciences didactic suitability criteria document analysis mathematics education onto-semiotic approach teaching reflection universal design for learning |
| title | A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria |
| title_full | A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria |
| title_fullStr | A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria |
| title_full_unstemmed | A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria |
| title_short | A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria |
| title_sort | proposal of integration of universal design for learning and didactic suitability criteria |
| topic | didactic suitability criteria document analysis mathematics education onto-semiotic approach teaching reflection universal design for learning |
| url | https://www.mdpi.com/2227-7102/15/7/909 |
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