Pedagogical Practices in Early Childhood Education and First Grade Education. Analysis from the Universal Design for Learning (UDL)

Abstract

Inclusive education and the Universal Design for Learning (UDL) are key points of discussion in pedagogical practices for teachers in the educational field. Therefore, this article aims to analyze how curriculum design and pedagogical practices in preschool education and first-grade levels consider the guidelines and principles of UDL and respond to an accessible curriculum. The content presented here is the result of a hermeneutic interpretive analysis with a qualitative approach, using documentary analysis techniques and thematic sheets as instruments. An in-depth interview was conducted and compared using a constant comparison matrix. The findings indicate that there are existing differences between theory and practice. While teachers make efforts to implement UDL, there is a need for coordination between grade levels. This coordination should include collaborative planning of teaching methods, objectives, and assessments to ensure effective teaching and learning processes. Furthermore, there is a need for training and systematization processes to recognize and promote inclusive practices.