Análisis Factorial de las Percepciones Docentes sobre Diseño Universal de Aprendizaje

  1. Sergio Sánchez Fuentes 1
  2. Lilian Castro Durán 2
  3. José Antonio Casas Bolaños 3
  4. Viviana Vallejos Garcías 2
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  2. 2 Universidad de Concepción
    info

    Universidad de Concepción

    Concepción, Chile

    ROR https://ror.org/0460jpj73

  3. 3 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

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Journal:
Revista latinoamericana de educación inclusiva

ISSN: 0718-5480,  0718-7378

Year of publication: 2016

Volume: 10

Issue: 2

Pages: 135-149

Type: Article

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More publications in: Revista latinoamericana de educación inclusiva

Abstract

The aim of this paper is to describe the factor analysis of the perceptions that future teachers describe to meet legal mandates on universal design for learning present in the Chilean education laws. Participants were 150 undergraduate student teachers. A questionnaire was developed for this study taking into account the Guidelines 2.0 on universal design for learning and the main Chilean education laws. The main results show that there are 3 factors, and that those factors, described the paradigm of universal design for learning and the demands of students. The authors discuss the need of researches that support the use of inclusive methodologies and they support the universal design for learning as a optimal method and current paradigm in Chilean education laws.

Data source: Dialnet