UNIVERSAL DESIGN FOR LEARNING (UDL) AS AN INSTRUCTIONAL MODEL FOR TEACHING SPANISH

Abstract

The debate on plural and inclusive education has expanded with the repercussions of the presence of student diversity in the regular education system. Beyond ensuring enrollment access for students with specific needs, it is necessary to guarantee their right to remain and learn within educational institutions. Considering that linguistic diversity is also part of the discussions on inclusive education, it is essential to give visibility to the teaching of Spanish in Brazil to rethink teaching methodologies and expand access to this language for different student profiles. In this context, this article aims to analyze Universal Design for Learning (UDL) as a didactic strategy for teaching Spanish in initial teacher training. The question guiding the discussion is: How does UDL contribute to inclusive planning in Spanish language teaching? The theoretical basis of this study is grounded in the Social Model of Disability, which starts from a radical critique of the ableist social structure and is committed to intellectual work aimed at suppressing the oppressions, discriminations, and social barriers imposed on people with disabilities. This investigation is based on action research, with a critical approach in the curricular field, with the purpose of analyzing formative experiences based on the principles of UDL (Universal Design for Learning) in Spanish language teaching in undergraduate course. It is concluded that UDL is a viable didactic alternative for promoting curriculum accessibility in Spanish language teaching, as it is a methodology based on different forms of representation, engagement, action, and expression. UDL also makes it possible to expand the repertoire of the language in question for different students, regardless of their physical, cognitive, and linguistic characteristics.