Análisis de las adaptaciones curriculares con enfoque DUA implementadas en el área de inglés, para la inclusión educativa de estudiantes con necesidades educativas específicas

Abstract

Abstract: This research analyzed curricular adaptations based on the Universal Design for Learning (UDL) approach aimed at fostering educational inclusion in the English subject within the Middle Basic General Education sublevel, at an educational institution in Imbabura, Ecuador. Under a convergent mixed-methods approach integrating quantitative and qualitative information, three instruments were applied: a survey for the teacher, an observation form used during class, and a checklist administered to students, which allowed for triangulating the teacher's perspective, observation, and student perceptions, ensuring the credibility of the results. The findings revealed discrepancies between the teacher's declared knowledge of UDL and its effective application in the classroom, particularly in multiple representation, flexible assessment, and motivation. Based on this, a methodological UDL-based curricular adaptations guide was designed to strengthen inclusive pedagogical practices in English teaching, with strategies articulated around the principles of representation, action and expression, and engagement. The results show that these adaptations are implemented partially, identifying strengths and opportunities for improvement that favor educational inclusion.