Inclusive educational practices from universal design for learning and individual plan of reasonable adjustment

Abstract

The educational institutions have an obligation to provide quality education to all children without exception; also they must ensure that each one of these develops its dimensions and the minimum competencies to function in society, therefore, the constitutional mandate of inclusion must be equated with the resources that provides the state and the teacher’s teaching. This article aims to collect the concepts and characterize the pedagogical practices surrounding the implementation of the DUA (Universal Design of Learning) and the PIAR (Integrated Plans of Reasonable Adjustments) in the regular classrooms, as well as to make known the imaginaries and the different practices that some teachers use in their educational centers. A mixed methodology using database tracking was carried out, also a questionnaire validated and applied to 30 teachers in 20 children’s centers in Medellín and a focus group. The conclusions determine the concepts and practices proposed by the DUA and the implementation of the PIAR; The data show that the inclusion model is just an experimentation of individualized activities; the DUA is put into practice to a limited extent, and there is no evidence that Individual Plans of Reasonable Adjustment -PIAR- are designed. To conclude, it can be determined that between the Law and its application there is still a very wide gap, the teacher is not aware about it , despite the constitutional mandate.