Inclusive perspective in the Primary Education curriculum from the Universal Design for Learning: A comparative study

Abstract

Special attention should be paid to flexibility in order to adapt to the diversity of students. The aim of this research is to analyze the presence of Universal Design for Learning (UDL) in the Spanish Primary Education curriculum, both at a general and Autonomous Community level. The study presents a descriptive design of mixed analysis, using documentary analysis as research methodology. The sources of analysis were the Spanish state and autonomous community regulations that develop the Primary Education curriculum. MAXQDA 2020 software was used for data analysis. The results show that the fundamentals of the UDL predominate in the curricula developed by the Autonomous Communities, and it is concluded that there is still a long way to go in the field of inclusive education and the UDL. The development of a curriculum based on the UDL is a key opportunity to strengthen participation, especially of students and families in the curriculum.