Implementation of Universal Design for Learning in Classroom Differentiation: Reducing Learning and Participation Barriers in Rural Secondary Education
Keywords:
Barriers to learning, Universal Design for Learning, Classroom differentiation, Inclusive education, School participationAbstract
This study aims to analyze how the implementation of differentiated instructional units based on the Universal Design for Learning (UDL) framework contributes to the reduction of cognitive, socio-emotional, and contextual barriers to learning and participation among 28 second-grade students in a rural technical secondary school in Carichí, Chihuahua, characterized by the presence of both Rarámuri and mestizo populations.
A qualitative approach supported by quantitative data was adopted, using an educational action research design. Data collection methods included semi-structured interviews, participant observation across 12 classroom sessions, and teacher co-reflection spaces. To ensure methodological rigor, triangulation of techniques and instruments was applied.
The results show increases of 45% in participation, 60% in conceptual understanding, and 30% in autonomy, as well as improvements in student motivation and the socio-emotional classroom climate.
It is concluded that classroom differentiation, grounded in UDL, demonstrates to be an effective strategy for promoting inclusive education in rural contexts; however, its sustainability requires ongoing teacher training and institutional support.
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