Resumen

MEDINA MEDINA, Grisel Consuelo. Review of practical-theoretical implementations of the universal design of learning in higher education and inclusive education guidelines in Bolivia. Edu. Sup. Rev. Cient. Cepies [online]. 2024, vol.11, n.1, pp.67-80. ISSN 2518-8283.  https://doi.org/10.53287/ecap8467gp89x.

The Universal Design of Learning (UDL) has become an educational proposal that works on inclusion practices in different contexts based on a sense of acceptance of diversity following the principles of promoting flexible curricula, to improve accessibility and provide support in the teaching-learning process, to establish opportunities in higher education, in the background of design that considers central principles and are approached from various disciplines such as neuroeducation, educational sciences and cognitive theories. The present work carried out a systemic review based on 39 indexed articles of SciELO that consist of works of theoretical and practical implementation in the different educational contexts that is based on following the pedagogical and theoretical principles for the educational practice of inclusive learning. The articles were analyzed from their contribution (theoretical or practical), in which educational context they were carried out (General, Basic or School Education, Secondary, Higher or University Education), focused on practices (pedagogical teachers, educational intervention, curricular adaptations and materials) to improve the facilitation of diverse contents, this is in line with the study presented in its most significant contributions in Higher Education. Finally, it analyzes some current policies and guidelines that seek to follow the contributions of this educational line, with Law 070 in Bolivia it is being sought to recognize and apply this current that proposes an inclusive education, with forms of teacher training, evidencing decisions that lead to considering the design for university practice and the challenges of continuing to work in inclusive education.

Palabras clave : Universal Design of Learning; UDL; Bolivian policies; Law 070; inclusive education; Higher Education.

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