A Case Study on the Incorporation of Universal Design for Learning during Educational Internship Experiences

Abstract

Given the growing relevance of issues of educational inclusion at an international level, educational curricula have stressed the need for addressing the student diversity in the classroom. In this article, the aspects of the mathematical teaching and learning process prioritised by a prospective teacher when incorporating Universal Design for Learning (UDL) in his learning situation are studied. To this end, the reflection of a prospective mathematics teacher on the learning situation designed and implemented during his educational internship experience and redesigned in his master's degree final project (MFP) was analysed. This reflection was structured with the integrated guideline of Didactic Suitability Criteria with the UDL principles proposed by the authors and which is taught in the master's programme where this research is contextualised. This is a case study from a qualitative approach, for which a content analysis was conducted on the MFP prepared by a prospective teacher, who reflected -- among other aspects -- on the incorporation of UDL during his educational internship experience. The results show the attempts of the prospective teacher to incorporate UDL into his teaching practice, through an integrated guideline that seeks to address both current curricular needs and teacher education needs to implement a more inclusive education.