Narrative Review of the Neuroscientific Evidence on Universal Design for Learning in Addressing Diversity in Education
DOI:
https://doi.org/10.55040/mzas4z38Keywords:
Universal design for learning, teacher training, educational research, neuroscience, attention to diversityAbstract
In recent years, attention to diversity in the educational field has been a central aspect in Spain, reflected in the normative frame. The current educational law (Organic Law 3/2020 of December 29, which amends Organic Law 2/2006 of May 3 on Education, LOE-LOMLOE) promotes Universal Design for Learning (UDL) as a resource that supports addressing different educational needs from an inclusive perspective. UDL, framed within the Center for Applied Special Technology (CAST), is based on the idea of activating three major neural networks: the affective network, involved in motivation; the recognition network, responsible for generating meaning; and the strategic network, which governs execution. The objective of this article is to conduct a narrative review of the scientific evidence supporting the neuroscientific basis of UDL and its effectiveness. Following a review of the scientific literature on UDL, several challenges are highlighted: the difficulty of its implementation in classrooms without prior teacher training; the simplification and reduction of the neural complexity of learning to the three UDL pillars in its conceptual framework; the limited empirical scientific evidence supporting its effectiveness; and the increasing presence of critical literature regarding UDL. Based on these findings, this study proposes leveraging the strengths of UDL while emphasizing the need for deeper empirical and neuroscientific research on its principles. Additionally, it suggests an improvement in the field of scientific evidence in educational research, drawing on the principles of Evidence-Based Medicine and focusing on the development of evidence-based educational recommendation guidelines.
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