Analysis of the Universal Design for Learning (UDL) and ICT: a teacher's view through a Focus Group

Abstract

This article presents an investigation into the experiences of a group of teachers who are implementing the UDL. The study focuses on analysing the teachers' vision of the UDL, the main strategies and technological resources used, as well as the main difficulties they encounter in its implementation. The focus group was used as a qualitative research technique, since group interaction favours the production of data and perspectives. The results obtained show that teachers value the UDL as a model that promotes presence, participation and achievement among pupils with specific educational support needs. Likewise, the most commonly used methodologies and strategies are multi-level activities and project-based learning. The ICT used respond fundamentally to the principle of representation and are used more in Secondary Education. The main obstacles encountered are high ratios, the need for teacher training and rigidity in classroom organisation. In this context, it is important for teachers to improve their training, to expand the use of ICT, to address all UDL principles, and to have more flexible classrooms.