Abstract

TOBON GAVIRIA, Isabel Cristina  and  CUESTA PALACIOS, Lina Marcela. Universal learning design and curriculum. sophia [online]. 2020, vol.16, n.2, pp.166-182.  Epub Feb 11, 2021. ISSN 1794-8932.  https://doi.org/10.18634/sophiaj.16v.2i.957.

This research developed in Colombia, started from the question: What is the effect of the implementation of a flexible curriculum based on the Universal Learning Design (UDL), in the academic performance of the Spanish language subject, specifically in the comprehension and production of narrative texts, in 4th grade students with Transitory Special Educational Needs of two rural establishments in the department of Antioquia, during the first academic period of 2017? It was carried out from a mixed approach, with a pre-experimental design and a descriptive exploratory study, based on a non-probabilistic sample, using as an instrument a questionnaire that measured 20 fourth grade students with transitory special educational needs, reading comprehension and text production at the beginning and end of the implementation of the flexible curriculum based on the UDL. The results showed that at the literal level, students go from 60-65% to 80-90%, inferential from 15% to 35-45%, critical from 60% to 75-90%, planning stage of texts from 45% to 80%, writing stage from 35% to 95% and in the evaluation stage of texts they write from 75% to 80%. In conclusion, there is evidence of progress in the semantic, syntactic and especially pragmatic structures of their writings, where the UDL becomes a facilitating tool in the achievement of goals.

Keywords : Universal Design for Learning (UDL); curricular flexibilities; Transitory Special Educational Needs (TSEN); academic performance; Spanish language; reading and writing skills.

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