Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

https://doi.org/10.62574/rmpi.v5i2.369

Teaching planning and the SAD approach: A model for diversity

Planificación docente y enfoque DUA: Un modelo para la atención a la

diversidad

Ana Valeria Ortiz-Sánchez

anav.ortiz@educacion.gob.ec

Ministerio de Educación-Zona 4-District 23D01, Santo Domingo, Santo Domingo de los Tsáchilas,

https://orcid.org/0009-0008-0661-3779

Mónica Patricia Chamba-Elizalde

monicap.chamba@educacion.gob.ec

Ministerio de Educación-Zona 4-District 23D01, Santo Domingo, Santo Domingo de los Tsáchilas,

https://orcid.org/0009-0008-7446-084X

Ana Elizabeth Poveda-Rodríguez

anpove89_@hotmail.com

Ministerio de Educación-Zona 4-District 23D01, Santo Domingo, Santo Domingo de los Tsáchilas,

https://orcid.org/0009-0007-5681-3552

Carmen Stela Cedeño-Alay

carmencedeo1967@yahoo.com

Ministry of Education, Zone 4, District 13D02 Jaramijó-Manta and Montecristi, Manabí, Ecuador

https://orcid.org/0009-0001-1676-0632

ABSTRACT

The objective of this study is to analyse the documentary categories related to teaching

planning and the UDL approach as a model for attention to diversity. A descriptive methodology

was used through a systematic review of 19 scientific articles. Evidence was found of teaching

leadership, interdisciplinary collaboration and pedagogical innovation as axes for overcoming

institutional barriers and promoting educational equity. The anticipation of barriers and the

constant redesign of activities are also highlighted. This vision conceives of student diversity as

an extremely valuable resource for teaching. The strategic use of technological resources

promotes adapted and accessible learning environments, reinforcing inclusion as a continuous

and shared process in different educational contexts.

Descriptors: educational technology; information technology; telematics. (Source: UNESCO

Thesaurus).

RESUMEN

Este estudio tiene por objetivo analizar las categorías documentales relacionadas a la

planificación docente y enfoque DUA como modelo para la atención a la diversidad. De

metodología descriptiva mediante revisión sistemática de 19 articulos científicos.

Evidenciándose el liderazgo docente, la colaboración interdisciplinaria y la innovación

pedagógica como ejes para superar barreras institucionales y fomentar la equidad educativa.

También se destaca la anticipación de barreras y el rediseño constante de actividades. Esta

visión concibe la diversidad estudiantil como un recurso sumamente valioso para la enseñanza.

El uso estratégico de recursos tecnológicos promueve entornos de aprendizaje adaptados y

accesibles, reforzando la inclusión como un proceso continuo y compartido en distintos

contextos formativos.

Descriptores: tecnología educacional; tecnología de la información; telemática. (Fuente:

Tesauro UNESCO).

Received: 07/01/2025. Revised: 01/02/2025. Approved: 7/02/2025. Published: 01/04/2025.

articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

INTRODUCTION

The growing heterogeneity in classrooms and the demand to transform traditional pedagogical

practices have driven the adoption of Universal Design for Learning (UDL) and the

implementation of inclusive strategies that aim to respond to the diversity of students' styles,

needs and contexts (Argüello, 2024; Pazmiño-Vaca et al., 2024). The focus of this study is

projected towards the integration of multiple dimensions: inclusive teacher planning, continuous

teacher training, the use of Information and Communication Technologies (ICT) and the

restructuring of school curricula to ensure coherent management at the macro, meso- and

micro-curricular levels (Crespo et al., 2024; Mantilla-Crespo et al., 2024).

In this scenario, various needs and challenges are evident that require new methodological

approaches and innovative pedagogical practices. Previous research highlights that the

effective implementation of the SAD and the strengthening of teaching competences require not

only modifications to curricula, but also a profound transformation in the educational culture, in

which diversity is recognised as an enriching resource for the teaching-learning process

(Maldonado, 2018; Avellán-Zambrano & Alcívar-Pincay, 2024), the incorporation of audiovisual

resources and digital tools has demonstrated their potential to personalise learning, breaking

down historical barriers in student accessibility and participation (Guanotuña-Balladares et al.,

2024; Gómez-Gómez, 2023).

On the basis of the above, the aim is to analyse the documentary categories related to teaching

planning and the SAD approach as a model for diversity.

METHOD

The article was managed from a qualitative descriptive methodological context, aimed at

analysing and understanding the multiple dimensions involved in the implementation of inclusive

education, with emphasis on teacher planning, teacher training, the use of technologies in the

framework of Universal Design for Learning (UDL), the curricular approach and the perception

of inclusive practices, which facilitated a description of the educational phenomena analysed,

providing a comprehensive perspective that combined theoretical contributions with the

empirical results available in the literature (Alía, 2008; Argüello, 2024).

The qualitative descriptive methodology used in this study is based on documentary analysis, a

systematic review of 19 scientific articles was carried out in which the main theoretical and

empirical contributions concerning educational inclusion were identified, categorised and

synthesised. For this purpose, various academic databases and institutional repositories were

used to ensure that a representative sample of studies on the subject was obtained. The

information collected was organised into thematic categories that allowed the analysis to be

structured around the conceptual axes of inclusive teacher planning, professional training, ICT

integration and the inclusive curriculum approach.

Documentary review was adopted as the main collection technique, complemented by content

analysis, which made it possible to identify patterns, trends and challenges emerging in the

implementation of Universal Design for Learning (UDL) and in inclusive practices. This analysis

technique allowed for a contextualised interpretation of the available evidence, highlighting both

existing barriers and opportunities for improving educational inclusion (Crespo et al., 2024;

Mantilla-Crespo et al., 2024).

The information collected was subjected to a content analysis process, in which coding

techniques were applied to identify the relevant thematic units. This procedure involved a first

phase of reading the selected sources, followed by a segmentation and categorisation of the

data according to the following axes of analysis: inclusive teacher planning, teacher training,

use of technologies in the framework of the SAD, inclusive curriculum management, perceptions

and challenges of the SAD, the role of the teacher, pedagogical innovation and attention to

specific educational contexts.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

Subsequently, comparisons and contrasts were made between the different categories,

identifying convergences and divergences in the proposals and practices described in the

literature. This analytical process allowed for a detailed and systematic description of the

strategies and challenges in the implementation of inclusive education, integrating the vision of

various authors and studies that support the work (Avellán-Zambrano and Alcívar-Pincay, 2024;

Pastor et al., 2015; Sánchez-Mendías et al., 2025).

RESULTS

The challenge of educational inclusion in Ecuador and in other countries has become a

fundamental issue in order to achieve equity and quality in the education of all students.

Contemporary pedagogical reforms demand the transformation of traditional educational

practices in order to respond to the diversity present in the classroom. This transformation

implies articulating teaching planning strategies based on Universal Design for Learning (UDL),

promoting curricular adaptations and creating flexible and accessible environments (Argüello,

2024; Pazmiño-Vaca et al., 2024). It is also necessary to strengthen continuous teacher

training, generate specific competences to address diversity, manage macro, meso- and micro-

curricular levels in an integrated manner, and foster a culture of innovation and educational

improvement that transcends disciplinary boundaries.

Therefore, the plurality of approaches and the variety of references cited show that inclusion

cannot be addressed from a single perspective, but requires a systemic and interdisciplinary

approach (Crespo et al., 2024; Mantilla-Crespo et al., 2024). In this sense, the integration of

contributions from various studies provides a solid basis for identifying challenges and

opportunities in SAD implementation and teacher education for inclusion. Throughout this

discussion, the potential of ICT and digital resources to transform educational practice and

make it more adaptable to the needs of students with different profiles will also be highlighted

(Guanotuña-Balladares et al., 2024; Pastor et al., 2015).

The theoretical and empirical journey is structured in thematic sections that address everything

from planning to the role of the teacher and educational innovation. Each section is based on

recent studies and historical research which, together, provide a glimpse of a path towards the

construction of inclusive educational environments in which diversity is recognised as a value

and not as a barrier to learning (Alía, 2008; Arrazola et al., 2010). In this way, the following

categories of study are analysed:

Inclusive teacher planning

Inclusive educational planning is the starting point for the establishment of an education system

that embraces diversity. In this sense, strategies based on Universal Design for Learning (UDL)

offer a robust theoretical and methodological framework that enables the creation of learning

environments adapted to the individual needs of learners. According to Argüello (2024) and

Pazmiño-Vaca et al. (2024), UDL bases its approach on three basic principles: the provision of

multiple means of representation, action and expression, and engagement. The application of

these principles allows for the design of learning experiences that facilitate the participation and

success of every learner, regardless of their particular characteristics or conditions.

SAD-based strategies

SAD-based strategies involve forward planning that takes into account diversity in the

classroom from the beginning of the curriculum process. Such planning requires consideration

not only of learning objectives, but also of the various routes of access and participation that

enable the achievement of these objectives. In this sense, Argüello (2024) highlights the

importance of developing activities that offer multiple ways of representing content and

assessing learning. Likewise, Pazmiño-Vaca et al. (2024) emphasise that anticipating barriers

and foreseeing response mechanisms are essential elements for inclusive planning.

Curricular adaptations for the attention to diversity

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

Another crucial aspect of teacher planning is the implementation of curricular adaptations that

allow teaching to be adjusted to the specific needs of each student. Therefore, Alía (2008)

argues that curricular adaptations should not be seen as simple modifications, but as a

comprehensive process that ensures equal opportunities in access to the curriculum. In the

Ecuadorian context, where socio-economic and cultural conditions can vary widely, these

adaptations are essential to ensure that diversity is effectively addressed. The implementation

of such adaptations allows not only for the inclusion of students with special educational needs,

but also for those with alternative learning styles or who come from culturally diverse

backgrounds.

Designing flexible and accessible learning environments

Creating learning environments that are both flexible and accessible is fundamental to the

practice of inclusive education. Based on research by Argüello (2024) and Pazmiño-Vaca et al.

(2024), it is postulated that an adaptive environment facilitates the implementation of diverse

methodologies that cater to the individual characteristics of learners. This implies the use of

didactic resources that adjust to diverse needs, from the physical structure of the classroom to

the use of complementary technologies and materials. The flexibility of the environment also

implies the possibility of making adjustments in real time during the teaching process, allowing

the teacher to act proactively in the face of unforeseen situations or differences in the pace of

learning.

The integration of SAD-based strategies and curricular adaptations favours the creation of

classrooms that promote student autonomy and active participation. This approach not only has

a positive impact on academic performance, but also contributes to the development of social

and emotional competences that are fundamental for coexistence in diverse environments

(Argüello, 2024; Pazmiño-Vaca et al., 2024).

Teaching competences for inclusion

Training in specific teaching competences for inclusion has become a priority in the educational

field, in this sense, Maldonado (2018) and Sanango & Morejón (2024) argue that training in the

use of inclusive methodologies enables teachers to identify and respond to diversity in their

classrooms. Key competences include the ability to design flexible learning activities, the use of

differentiated assessments and the management of dynamics that encourage the participation

of all students. These competences are key elements in the construction of educational

environments in which diversity is valued and used as a learning resource.

Continuous training in SAD and attention to diversity

Continuous updating in the use of SAD and in diversity strategies is crucial to keep teachers up

to date with pedagogical innovations. Sanango and Morejón (2024) and Avellán-Zambrano &

Alcívar-Pincay (2024) highlight the need for training programmes that integrate both theoretical

aspects and practical experiences. Continuous training should not be limited to the acquisition

of knowledge, but should promote spaces for reflection and analysis in which teachers can

share their experiences and challenges. This exchange of knowledge allows for the collective

construction of strategies that are adapted to the specific realities of each educational

institution.

Perceptions and Challenges in Teacher Education

Although teacher education for inclusion has multiple benefits, it also faces significant

challenges. Research by Avellán-Zambrano & Alcívar-Pincay (2024) and Sánchez-Mendías et

al. (2025) indicates that there are mixed perceptions among teachers regarding the feasibility

and effectiveness of SED training programmes. Challenges identified include lack of resources,

resistance to change and shortage of time for training. These barriers, however, can be

overcome through institutional policies that promote spaces for continuous training, the

provision of resources and the promotion of a culture of innovation and pedagogical

improvement. The strengthening of collaborative networks between institutions and the

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

articulation with governmental entities are also strategies that can contribute to the consolidation

of robust inclusive training in Ecuador.

The implementation of specific competences for inclusion requires a constant review of training

methods and approaches, adapting them to the reality of each educational community. In this

sense, the integration of practical experiences and the use of technologies for the simulation of

learning scenarios have shown promise for comprehensively addressing the challenges faced

by teacher education in the inclusive field (Avellán-Zambrano & Alcívar-Pincay, 2024; Sánchez-

Mendías et al., 2025).

Technology and Universal Design for Learning (UDL)

The digital revolution in education has brought with it a number of opportunities to strengthen

inclusion through the use of information and communication technologies (ICT). The integration

of these resources in the framework of the SAD is a strategy to transform teaching and learning,

enabling the personalisation of educational processes.

Using ICTs to promote inclusion

ICT are essential tools for the implementation of inclusive classroom practices. According to

Guanotuña-Balladares et al. (2024) and Pastor et al. (2015), the use of technologies contributes

to democratising access to information and facilitates the adaptation of content to the needs of

each student. The incorporation of digital devices, interactive platforms and educational

applications allows teachers to design diversified activities that respond to the different learning

styles present in the classroom. These tools also enable immediate feedback and individualised

monitoring, which are essential to ensure the effectiveness of teaching-learning processes in

inclusive environments.

Audiovisual and digital resources in the classroom

The use of audiovisual and digital resources in the classroom has shown a positive impact on

attention to diversity, therefore, Gómez-Gómez (2023) and Sánchez-Mendías et al. (2025)

highlight that the use of videos, infographics and digital simulations favours the understanding

of complex concepts, while providing opportunities for students' active participation. These

resources not only diversify communication channels, but also stimulate student interest and

engagement. The implementation of methodologies that integrate audiovisual resources must

be accompanied by adequate teacher training to enable the effective selection and use of these

materials in line with curricular objectives.

Technological experiences in diverse educational contexts

Technological experiences in a variety of educational contexts have shown the potential of ICT

to transform inclusive education. Pastor et al. (2015) and Guanotuña-Balladares et al. (2024)

present cases in which the integration of technologies has facilitated the development of digital

skills in students, fostering their autonomy and participation. These experiences indicate that, by

adapting technological resources to the characteristics of the students, it is possible to create

dynamic and collaborative learning environments. The diversity of educational contexts in

Ecuador, ranging from urban to rural areas, demands the implementation of flexible and

adaptable solutions that take advantage of ICTs to overcome geographical and socio-economic

limitations.

The strategic use of ICT in the framework of the SAD represents one of the most promising

lines of action to advance towards educational inclusion. However, it is essential that the

integration of these tools is carried out in a planned and contextualised manner, addressing the

specific needs of each educational community and ensuring equity in access to digital

resources.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

Curriculum approach and levels of inclusive management

The inclusive curricular approach aims at transforming content and methodologies to respond to

the diversity of students. This process requires coordinated work at different management levels

- macro, meso- and micro-curricular - to ensure the coherence and viability of inclusive

education policies.

Macro, meso and micro-curricular management with an inclusive approach

Inclusive educational management needs to be developed at multiple levels to ensure effective

implementation of inclusive policies and practices, therefore Crespo et al. (2024) and Mantilla-

Crespo et al. (2024) stress the importance of coordination between national policies and

institutional practices. At the macro level, there is a need for the state and education authorities

to establish clear guidelines and adequate resources for inclusion. At the meso-curricular level,

institutions need to translate these policies into concrete plans and programmes that take into

account the particularities of the local context. Finally, at the micro-curricular level, teachers and

pedagogical teams need to develop and implement pedagogical strategies adapted to the

individual characteristics of their students.

This articulation of levels allows the integration of policies, programmes and practices in a

coherent and sustained proposal over time, the inclusive approach in curriculum management

implies not only the adaptation of content, but also the promotion of assessment practices that

recognise the diversity of learning processes, valuing the achievements and progress of each

student according to their potential.

Curriculum innovation for diversity

Curricular innovation is presented as a necessary response to the challenges imposed by

student diversity. Therefore, Alía (2008) and Arrazola et al. (2010) show that the renewal of

contents and methodologies is essential to generate learning spaces that allow for the

comprehensive development of students. The incorporation of innovative approaches in the

curriculum, such as the inclusion of interdisciplinary projects and active methodologies,

contributes to making the educational process more dynamic and promoting equity in access to

knowledge.

Proposals for improvement from educational practice

The proposals for improvement from educational practice arise from the critical analysis of

institutional realities and reflection on the experiences lived in the classroom, in this sense,

Azorín-Abellán (2018) and Arrazola et al. (2010) have provided empirical evidence that

indicates how the constant adaptation of pedagogical strategies allows each student to be

attended to in a differentiated way. These proposals focus on the need to foster an environment

of innovation, in which teachers become active agents of change, developing and sharing

innovative practices that fit the characteristics and demands of their specific contexts.

Educational improvement, from this perspective, is not conceived as an end in itself, but as a

permanent process that requires the involvement of all actors in the education system.

The inclusive curriculum approach is closely related to the idea of forming communities of

practice which, through collaboration and exchange of knowledge, can constantly update their

methodologies and teaching strategies. This strengthens the idea that inclusion is a dynamic

and constantly evolving process and underlines the importance of articulated curriculum

management at all levels.

Teachers' perceptions of the SAD

Teachers' perceptions of the SAD have a decisive influence on its application in the classroom.

Studies by Avellán-Zambrano & Alcívar-Pincay (2024) and Sánchez-Mendías et al. (2025)

reveal a diversity of opinions, in which the usefulness of SAD is recognised but doubts about its

complexity and the adequacy of the available training resources are also evident. In many

cases, SAD implementation is hampered by a lack of in-depth knowledge of its principles, which

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

leads to initial resistance on the part of some educators. However, those teachers who have

received specific training and experienced its benefits highlight its ability to transform teaching

and respond in a differentiated way to students' needs.

Barriers and opportunities in SAD implementation

The implementation of SAD faces various barriers ranging from lack of resources to limited

teacher training, therefore, Avellán-Zambrano & Alcívar-Pincay (2024) along with Muñoz-Ortiz

et al. (2023) point out that, despite the opportunities offered by the model, there are structural

and cultural barriers to its full adoption. These challenges include a shortage of time for training,

inadequate technological infrastructure and resistance to change in some educational

environments. However, these studies also highlight that, through investment in training and the

development of appropriate resources, it is possible to overcome these barriers and make the

most of the opportunities offered by SAD for truly inclusive education.

Training needs to implement the SAD

In order to effectively implement the SAD, it is imperative that teachers receive comprehensive

training that covers both the theoretical aspects and the practical applications of the model.

Avellán-Zambrano & Alcívar-Pincay (2024), as well as Parody et al. (2022) suggest that training

should go beyond the simple transmission of knowledge, also encompassing the construction of

pedagogical strategies adapted to the realities of each context. This training implies the

constant updating of teachers through workshops, specialised courses and learning

communities, so as to achieve a higher degree of appropriation of SAD in daily practice. The

identification of the specific training needs of each institution and the promotion of collaborative

networks among teachers are key strategies to improve the implementation of the model.

The Role of the Teacher in Inclusion

The role of the teacher is central to the process of educational inclusion. Their attitude, training

and capacity to innovate are crucial to the creation of learning environments that meet the

diverse needs of students:

Creating inclusive environments

The creation of inclusive environments is one of the fundamental tasks of the teacher in the

framework of educational inclusion. According to Vera-Rivera et al. (2024), the role of the

teacher must go beyond the transmission of knowledge, becoming involved in transforming

learning spaces so that they are accessible, participatory and sensitive to the diversity of

students. This process requires careful planning, integrating strategies that allow active

participation and adaptation of content to individual needs. The use of active methodologies and

the promotion of autonomy are strategies that, when implemented in a coherent manner,

contribute to the configuration of environments that favour meaningful learning for all.

Teacher leadership in diversity

Classroom leadership is a critical element in promoting inclusion. Maldonado (2018) and Vera-

Rivera et al. (2024) stress that teachers must take a leading role in guiding and motivating the

educational community towards the adoption of inclusive practices. Teacher leadership is

manifested in the ability to drive change, to manage inclusive classroom dynamics and to

generate collaborative spaces that foster the exchange of ideas and the development of

innovative strategies. Effective leadership not only improves the quality of the educational

process, but also acts as a motivating factor for the transformation of traditional practices

towards more inclusive models.

Pedagogical innovation for inclusion

Pedagogical innovation is an essential tool to respond to the challenges of inclusion, therefore,

Arrazola et al. (2010) and Vera-Rivera et al. (2024) show that the implementation of innovative

methodologies, such as project-based learning and the use of interactive technologies,

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

enhances the teacher's ability to address diversity in the classroom. This innovative approach

implies the adoption of practices that favour creativity, critical thinking and problem solving,

allowing each student the opportunity to develop their competences in an environment of equity

and respect. Innovation is not only understood as the incorporation of new tools, but as a

comprehensive transformation of educational practice that reflects a deep commitment to

inclusion and continuous improvement.

Innovation projects for the attention to diversity

Experience in innovation projects is fundamental for the attention to diversity. Arrazola et al.

(2010) and Azorín-Abellán (2018) have shown that the implementation of interdisciplinary

initiatives promotes the development of competences in students, while enriching teaching

work. These projects allow experimentation with active methodologies and the implementation

of strategies that facilitate curricular adaptation in a dynamic and contextualised way. The

integration of different areas of knowledge in the solution of real problems fosters creativity and

collaboration, essential aspects for comprehensive training in an inclusive environment.

Interdisciplinary collaboration in teacher training

In this sense, Arrazola et al. (2010) highlight that the integration of different perspectives in

teacher training not only enriches the theoretical background, but also allows the development

of practical skills that facilitate the adoption of inclusive strategies. The implementation of

workshops, seminars and interdisciplinary meetings has been shown to be an effective

mechanism for fostering the exchange of experiences and the development of competences in

heterogeneous educational contexts.

Potential and limitations of innovative proposals

The analysis of innovative proposals in inclusive education reveals both significant potential and

certain limitations, in consideration of which Arrazola et al. (2010) and Azorín-Abellán (2018)

point out that, although pedagogical innovation opens up opportunities for the development of

more equitable and participatory environments, it also faces restrictions in terms of resources,

infrastructure and resistance to change. Critical reflection on these proposals makes it possible

to identify areas for improvement and generate strategies that optimise the implementation of

innovative practices, maximising the benefits for students and minimising the challenges

inherent in transforming traditional practices.

Inclusion in higher education

Inclusion in higher education stands as a critical area, where historical barriers and contextual

conditions demand innovative policies and practices. In this sense, Caguana-Baquerizo et al.

(2024) and Maldonado (2018) stress that attention to diversity in university contexts goes

beyond the adaptation of content, encompassing aspects of accessibility, cultural diversity and

the need to generate environments conducive to autonomous learning. The implementation of

inclusive strategies in higher education must consider the heterogeneity of students, promoting

support programmes, tutorials and the use of digital resources that facilitate the assimilation of

knowledge from different perspectives.

Experiences in University Contexts

Experiences in university contexts, documented by Pastor et al. (2015) and Caguana-Baquerizo

et al. (2024), reveal that the integration of inclusive strategies in higher education has a positive

impact on academic performance and institutional climate. Innovation projects and adaptive

pedagogical practices, implemented in several universities, have shown improvements in

student participation and retention, especially for students from diverse socio-economic

backgrounds. These experiences demonstrate the feasibility of transferring strategies

developed in basic education to higher levels, adapting them to the particularities of university

education.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

Attention to students with high abilities

Attention to students with high abilities constitutes a particular aspect of inclusion that demands

differentiated strategies. In this sense, Alía (2008) states that these students, often marginalised

in homogeneous teaching models, require specialised attention that enhances their abilities and

favours their comprehensive development. Early identification and the design of personalised

educational pathways are fundamental strategies to ensure that these students can make the

most of their potential. In the Ecuadorian context, attention to high abilities is part of a process

that must be articulated with inclusion policies at all levels, guaranteeing that the diversity of

talents and aptitudes is recognised and valued in the educational environment.

Theoretical integration

The integration of SAD in teacher planning and continuous training represents an essential

strategy for designing adaptive and flexible environments that respond to the diversity of

students and strengthen their learning process (Argüello, 2024; Pazmiño-Vaca et al., 2024;

Sanango & Morejón, 2024; Avellán-Zambrano & Alcívar-Pincay, 2024). Similarly, the strategic

use of ICT and audiovisual resources in the classroom has been shown to be an effective tool

for making teaching more dynamic and achieving greater student participation and engagement

(Guanotuña-Balladares et al., 2024; Gómez-Gómez, 2023; Pastor et al., 2015).

On the other hand, the transformation of the curriculum and the comprehensive management of

teaching requires the coordination of policies at macro, meso and micro levels, where proposals

for curricular innovation and improvement practices show the need for a comprehensive

approach that integrates both the technical and human aspects of the educational process

(Crespo et al., 2024; Mantilla-Crespo et al., 2024; Alía, 2008; Arrazola et al., 2010; Azorín-

Abellán, 2018). The perspective adopted in teacher education, in which the perceptions and

challenges of SAD become constructive elements to overcome traditional barriers, allows for a

reinterpretation of the educational function in a context of change and transformation (Avellán-

Zambrano & Alcívar-Pincay, 2024; Sánchez-Mendías et al., 2025; Muñoz-Ortiz et al., 2023;

Parody et al., 2022).

The role of the teacher, conceived as a leader and innovative agent in the construction of

inclusive environments, is of central importance; the ability to create dynamic learning spaces

and implement strategies that respond to diversity is the axis on which the quality of inclusive

education is built (Vera-Rivera et al., 2024; Maldonado, 2018; Arrazola et al., 2010). In this

sense, interdisciplinary collaboration and the generation of educational innovation projects

strengthen teaching practice, allowing experience and knowledge to be shared horizontally and

collaboratively. Therefore, inclusion in specific contexts, such as higher education and attention

to students with high abilities, broadens the horizon of educational inclusion, showing that the

challenge is not limited to basic education. The diversity of contexts and needs at different

educational levels demands continuous reflection and institutional commitment to ensure equity

and educational quality in each sphere (Caguana-Baquerizo et al., 2024; Maldonado, 2018;

Pastor et al., 2015; Alía, 2008).

Application of the SAD in Diversity Care

The implementation of the SAD as a model for addressing diversity involves, in practice, a

series of strategies that connect theoretical principles with curriculum design and pedagogical

practice:

Inclusive Educational Planning

Adapting the curriculum under SAD principles requires advance planning in which potential

barriers are identified and alternatives for representation, action and engagement are

established. This involves redesigning activities and assessments to be flexible and responsive

to the needs of all learners. By incorporating these strategies, teachers transform their role from

transmitters of knowledge to facilitators of learning experiences that value diversity (Argüello,

2024; Pazmiño-Vaca et al., 2024).

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 1-12, 2025

Planificación docente y enfoque DUA: un modelo para la atención a la diversidad

Teaching planning and the UDL approach: a model for attention to diversity

Ana Valeria Ortiz-Sánchez

Mónica Patricia Chamba-Elizalde

Ana Elizabeth Poveda-Rodríguez

Carmen Estela Cedeño-Alay

Integration of Information and Communication Technologies (ICTs)

The use of digital and audiovisual resources is a fundamental tool in the implementation of the

SAD. ICT allows the creation of personalised learning environments, where students can

interact with the content through different media. The development of educational platforms that

integrate videos, infographics, interactive simulations and specific applications facilitates the

diversification of the means of representation and expression, thus enhancing inclusion

(Guanotuña-Balladares et al., 2024; Gómez-Gómez, 2023).

Continuous Training and Development of Teaching Competences

The effective implementation of SAD depends to a large extent on the training and constant

updating of teachers. Specific SAD training enables teachers not only to understand the

theoretical foundations, but also to acquire practical tools to transform their teaching methods.

This training continues to strengthen inclusive competences, enabling dynamic curriculum

adaptation and optimal use of ICT (Sanango & Morejón, 2024; Avellán-Zambrano & Alcívar-

Pincay, 2024).

Formative and Innovative Evaluation

A distinctive feature of the SAD is the continuous re-evaluation of the pedagogical strategies

implemented. The aim is to implement diversified assessments that not only focus on academic

performance, but also consider student participation, engagement and holistic development.

These evaluations make it possible to adjust teaching practices and ensure that curricular

adaptations are relevant and effective in real time (Crespo et al., 2024; Mantilla-Crespo et al.,

2024).

CONCLUSION

The adoption of Universal Design for Learning, supported by continuous teacher training and

the strategic integration of technologies and audiovisual resources, is an essential pillar to

generate flexible environments that recognise the diversity of learners as a didactic resource. In

this process, the articulation of inclusive policies at macro, meso- and micro-curricular levels, as

well as interdisciplinary collaboration, is essential to ensure coherent practices and curriculum

redesign. In turn, teacher leadership, reflected in the creation of accessible learning spaces and

the constant search for innovation, reinforces the need to conceive inclusion as a process of

continuous improvement in all educational settings.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

Acknowledgement is given to the teachers and experts who contributed their experiences and

reflections, providing valuable insights into the application of Universal Design for Learning.

Special thanks are also extended to the universities and research centres that provided access

to their repositories and supported the development of the literature review.

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