Estrategias didácticas adaptativas y su influencia en la participación de niños de Educación Inicial 2 con diferentes ritmos de aprendizaje

Abstract

Abstract: The study was conducted at the Las Amazonas Educational Unit, at the Early Childhood Education II level, with the aim of examining how adaptive teaching strategies based on Universal Design for Learning (UDL) are being applied and how they are linked to children's levels of participation according to their learning pace. The research was oriented from a quantitative approach, with a non-experimental, cross-sectional design and a descriptive-comparative scope. Systematic classroom observation was used to obtain the information, employing a rubric designed to assess adaptive strategies according to the dimensions of UDL, along with a checklist to record children's participation in aspects such as attention, initiative, interaction, autonomy, and persistence in the task. The findings showed that, in general, the implementation was mostly at an intermediate level in the dimensions analyzed. Furthermore, statistically significant differences were found in participation among children with fast, intermediate, and slow learning paces, with the latter group showing the lowest levels of participation. Finally, a favorable association was observed between a more robust application of adaptive strategies and greater child participation.