Diseño Universal del Aprendizaje para disminuir Barreras de Aprendizaje y Participación en el Área de Lengua y Literatura.

Abstract

The present research work responds to the problem that is commonly addressed among teachers from the Middle Sublevel of Basic Education about the results of the teaching and learning processes in Language and Literature classes, therefore an investigative process was applied to identify the didactic barriers present in said Sublevel. The applied methodology corresponds to the interpretive paradigm with a focus qualitative. The research method that was applied is the Case Study. To collect information, the techniques of Observation, Document Analysis and Interview were used. The result was the characterization of didactic barriers in the context of study and it was found that characteristics of the traditional model still persist by not addressing diversity, since micro curricular planning does not contain descriptions of diversification of learning strategies and/or expression of knowledge, nor diversification of materials, which was contracted with class observation, which is why they are considered didactic barriers by limiting the possibilities of learning and participation in class. A teaching strategy was formulated based on Universal Design for Learning as a proposed solution to reduce the educational barriers identified.