Publication: Instrumentos para identificar prácticas de atención a la diversidad en las propuestas didácticas de los docentes: proceso de diseño y consideraciones sobre su aplicación en una prueba piloto
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2018
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Abstract
La diversidad es un hecho que se revela de múltiples formas en cualquier grupo humano y en cualquier contexto. En el aula, dicha diversidad se manifiesta especialmente en las diferentes formas de aprender que exhibe el alumnado. Cuando en su proceso de aprendizaje los estudiantes se ven abocados a interaccionar con diseños curriculares rígidos que no tienen en cuenta sus capacidades y necesidades diversas, se alzan barreras para el aprendizaje que impiden a una buena parte de los alumnos acceder al mismo, especialmente a aquellos que se encuentran en los “extremos”. La adquisición de las competencias necesarias para elaborar propuestas curriculares flexibles e inclusivas que reduzcan al máximo las barreras para el aprendizaje, es, por tanto, una cuestión fundamental para cualquier docente. Uno de los objetivos de esta investigación es estudiar el potencial del modelo denominado Diseño Universal para el Aprendizaje (DUA) como marco formativo que contribuya al desarrollo de las competencias referidas entre los docentes. Concretamente se analizará si, tras recibir formación en DUA, los estudiantes de los grados de magisterio de educación primaria mejoran su competencia para diseñar propuestas didácticas inclusivas. Partiendo de estudios previos en el contexto norteamericano, se ha diseñado una propuesta formativa en DUA, así como diferentes instrumentos para la recogida de datos y la codificación de los mismos. Tanto la propuesta como los instrumentos han sido aplicados en un pilotaje con el objetivo de detectar posibles limitaciones e introducir las modificaciones necesarias con vistas al estudio principal. En esta comunicación se presentan los avances realizados hasta el momento en el diseño y mejora de la propuesta formativa y de los instrumentos, como resultado de la aplicación de los mismos en el pilotaje.
Diversity is a fact that may appear in multiple ways in any human group and in any context. In schools, such diversity especially becomes manifest in the different ways in which students learn. When in their learning process, students are compelled to interact with curricular designs that do not consider their needs and capabilities, barriers to learning arise and prevent students from access to it, especially when referring such students who are “in the margins”. Therefore, it is a key issue for every teacher to acquire professional competences with which being capable to design flexible and inclusive lesson plans that minimize those learning barriers. One of the aims of this research is to study the potential of the model called Universal Design for Learning (UDL) as an instructional framework that helps teachers to develop the referred competences. In particular, it will be analyzed if preservice teachers improve their skills to design inclusive lesson plans after being trained in UDL. On the basis of the results of many previous studies from the North American context, an instructional proposal about UDL has been developed, as well as different research tools for collect and code data. Both the instructional proposal and the research tools have been applied in a piloting with the aim of identifying possible limitations and introducing modifications with a forward-looking to the main study. In this paper, the advances made so far in the design of the training proposal and the tools are presented as a result of their application in the piloting.
Diversity is a fact that may appear in multiple ways in any human group and in any context. In schools, such diversity especially becomes manifest in the different ways in which students learn. When in their learning process, students are compelled to interact with curricular designs that do not consider their needs and capabilities, barriers to learning arise and prevent students from access to it, especially when referring such students who are “in the margins”. Therefore, it is a key issue for every teacher to acquire professional competences with which being capable to design flexible and inclusive lesson plans that minimize those learning barriers. One of the aims of this research is to study the potential of the model called Universal Design for Learning (UDL) as an instructional framework that helps teachers to develop the referred competences. In particular, it will be analyzed if preservice teachers improve their skills to design inclusive lesson plans after being trained in UDL. On the basis of the results of many previous studies from the North American context, an instructional proposal about UDL has been developed, as well as different research tools for collect and code data. Both the instructional proposal and the research tools have been applied in a piloting with the aim of identifying possible limitations and introducing modifications with a forward-looking to the main study. In this paper, the advances made so far in the design of the training proposal and the tools are presented as a result of their application in the piloting.
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