Prácticas pedagógicas docentes mediadas por el DUA que favorecen la neurodiversidad

Abstract

This project addresses neurodiversity at the Tricentenario Educational Institution in Medellín, where homogeneous teaching practices have generated exclusion and low academic performance. The research question asks: How can teachers’ pedagogical practices, mediated by Universal Design for Learning (UDL), be participatively transformed to support neurodiversity in first to third grades? Using a qualitative, action research approach, the study employed document review, participant observation, and focus groups. Results reveal a gap between inclusive institutional discourse and actual classroom practices. Based on these findings, a collaboratively built, situated microcurricular proposal was developed, grounded in UDL principles and articulated with the developmental pedagogical model. The implementation of UDL fosters attention to diversity, promotes pedagogical transformation, and strengthens teachers’ professional competencies toward a more inclusive school.