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What is Universal Design for Learning (UDL).
UDL is the opportunity that benefits Learners to succeed in knowledge breaking all barriers to Learning.
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This approach offers flexibility in the way studens can access  to material and teachers can engage with It, in order to develope udl lesson plans for all ages with different Learning styles and way of thinking.

There are Three  Principles of UDL Universal Design for Learning (UDL) is based on neuroscience research which has identified three primary neurological networks that impact learning:

The recognition network deals with incoming stimuli and affects "what" students learn

The strategic network mediates "how" students process incoming information based on past experience or background knowledge

The affective network regulates students' attitudes and feelings about incoming information as well as their motivation to engage in specific activities — the "why" students want to learn and engage

Successful teaching and learning involves all three networks simultaneously.

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Universal Design for Learning (UDL)

Universal Design for Learning (UDL) emerged from the architectural concept of universal design. Ron Mace, North Carolina State University, envisioned universal design as a means to promote the design of products and environments that would appeal to all people, yet meet the requirements of the Americans with Disabilities Act (ADA) to provide access for individuals with disabilities. These principles established a framework for developing design standards that permit the greatest degree of access and usability for the widest range of individuals.

Physical access to classrooms and other educational facilities was an important first step toward accessibility within the educational process. Many schools began to embrace the philosophy of inclusion by physically including students with disabilities in the classroom. However, this did not ensure equal access to the general curriculum or opportunities for students with disabilities to benefit from what the school curriculum offered.

Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its development of innovative, technology-based educational resources and strategies. CAST applied the concept of universal design to a framework for curriculum reform in education. Based on the work of developmental psychologist Lev Vygotsky (1962, 1996), CAST has identified three brain networks that coincide with Vygotsky's prerequisites for learning:

Affective network: engagement with the learning task.

Recognition network: recognition of the information to be learned.

Strategic network: application of strategies to process information.

Although all brains share these affective, recognition, and strategic, network operations, individual brains receive and process information very differently. As a result, curriculum must then be designed to accommodate these differences.

In keeping with the basics of UDL, products and services must be designed to be flexible in order to be usable by the widest range of individuals. As a result, students do not need to adapt themselves to the curriculum because the curriculum can accommodate their individual differences. Teachers must understand the variability of students in the classroom and plan accordingly. This flexibility of design must encompass all aspects of curriculum, including instructional methods and materials, classroom environment, and assessment and evaluation.

Source:
https://www.ocali.org/project/learn_about_udl/page/udl_history#:~:text=A Brief Overview,architectural concept of universal design.&text=These principles established a framework,the widest range of individuals.

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CAST
Since its founding in 1984, CAST has seeded and grown the field of Universal Design for Learning through creative research and development, strategic partnerships, teacher preparation and support, and international outreach.

1984 was a year of exceptional promise in technology and education. While personal computers such as the Macintosh began to reshape everyday life and work, school reform became a hot topic nationwide with special emphasis on educating all learners to high standards.

The same year, a small band of education researchers founded CAST, the Center for Applied Special Technology, to explore ways of using new technologies to provide better educational experiences to students with disabilities. As CAST researchers tested and refined their principles, priorities, and vision over that first decade, they came to a new understanding of how to improve education using flexible methods and materials. They called this approach Universal Design for Learning.

Today, UDL frames all of the organization’s research and development. Through strategic collaborations, CAST is seeding the field of curriculum planning, software development, state and national policy, teacher preparation and support, and education research with UDL-based solutions.
Source:
http://www.cast.org/

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UDL Principales

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1 FORMA DE ATENDER A LA DIVERSIDAD 3 PRINCIPIOS Y 9 PAUTAS  (ESPAÑOL)

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1 FORMA DE ATENDER A LA DIVERSIDAD 3 PRINCIPIOS Y 9 PAUTAS  (ESPAÑOL)

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PrincipiosDUA ESPAÑOL 1 FORMA DE ATENDER LA DIVERSIDAD 3 PRINICIPIOS Y 9 PAUTAS

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Como desarrollar las Funciones Ejecutivas Pauta 9

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Como desarrollar las Funciones Ejecutivas Pauta 9

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las funciones ejecutivas en dua - Bing video

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por Rosie Manzano

Diseño universal para el aprendizaje :

El camino hacia una educación inclusiva.

El diseño universal para el aprendizaje (DUA) está relacionado de forma directa con los recursos de aprendizaje en abierto (REA) y el tienen el objetivo de poder personalizar el recorrido educativo por medio de la creación y desarrollo de un Entorno Personal de Aprendizaje (PLE) propio. Igualmente, el DUA implica la accesibilidad universal a la educación, marcando el camino hacia una inclusión efectiva. Se trata de una visión humanista de la educación, recordando que todos somos diferentes y únicos, con nuestros puntos fuertes y débiles: la diversidad es la regla, no la excepción.

En este sentido, las Tecnologías de la información y la comunicación (TIC) son la llave maestra hacia el DUA, proporcionando herramientas para la accesibilidad y para la cooperación. En el diseño universal del aprendizaje en inglés (UDL), se toma en consideración el término de diversidad en el sentido más amplio de la palabra. Promueve una flexibilización del currículo, para que éste sea abierto e inclusivo desde el comienzo, intentando minimizar las necesarias e inevitables adaptaciones posteriores. De esta manera, se favorece la igualdad de oportunidades en el acceso a la educación. Muchos autores entienden el DUA como un conjunto de principios enfocados hacia esa finalidad de inclusión y accesibilidad.

Pautas para el diseño

Directamente relacionado con el punto anterior, a la hora de diseñar nuestros proyectos educativos, debemos integrar diferentes formas de presentación de los temas y responder a distintas motivaciones, estilos de aprendizaje o inteligencias. Además, hay que hacerlo por medio de metodologías variadas. Con todo ello, se intentarán crear unos contenidos universales, tanto en relación a la forma como a la material objeto de estudio.

Estableceremos un objetivo pensando en todos los estudiantes, valorando qué materiales, recursos y métodos podrán servir para nuestra finalidad integradora, realizando una evaluación previa de carácter diagnóstico y una evaluación final, una vez implementada la lección en el aula.

El DUA tiene como objetivo la superación de todo tipo de barreras en el contexto educativo, creando contenidos universales”.

La idea es tratar de anticiparse a las posibles barreras que puedan surgir, entendiendo que la barrera no está en el estudiante sino en el modo de enseñar y en el contexto. También es importante asumir que siempre serán necesarias adaptaciones y mejoras, tanto durante como después del proceso.

Debemos tener en mente que, en el aula, más que una transmisión de contenidos, se trata de una transmisión de competencias, formando alumnos activos y autónomos, que puedan autorregularse y que conozcan los recursos que les pueden resultar más útiles, dependiendo de su personalidad y características diferenciadoras (contribuir al desarrollo de su PLE).

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IES LEARNING CENTER Since 2006 - Centro de Aprendizaje y Cambridge Prep Centre  - Usando el corazón para el acompañamiento en el aprendizaje

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IES LEARNING CENTER Since 2006 - Centro de Aprendizaje y Cambridge Prep Centre  - Usando el corazón para el acompañamiento en el aprendizaje

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Esto es para ti querido Teacher… Think UDL es un podcast que encontre muy interesante y ¡¡Se que nos servirà a todos!!
https://open.spotify.com/show/5yw0sq1rkHOrJkf5k1njAD?si=b0SaKgrHSkSV0qJM9pbeiQ

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UDL is the best way to meet the needs of teachers to get their creativity to the next level and learners to get learner-centered in every participation or project, individually or in group work. If we want to potentialize our learners, then UDL is the best way.  Ms. Rosa Manzano

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UDL is the best way to meet the needs of teachers to get their creativity to the next level and learners to get learner-centered in every participation or project, individually or in group work. If we want to potentialize our learners, then UDL is the best way.  Ms. Rosa Manzano