Self-perception of universal design for learning in young people studying in professional education science programs

Monne de la Peña, Rodrigo; Vidal-Espinoza, Rubén; Cossio-Bolaños, Marco Antonio; Urra-Albornoz, Camilo; Cornejo Valderrama, Carolina Genoveva; Quitral-Poblete, Yesenia; Sepúlveda-Romero, Romina; Torres-Olave, Vivianne; Gómez-Campos, Rossana

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dc.contributor.author	Monne de la Peña, Rodrigo
dc.contributor.author	Vidal-Espinoza, Rubén
dc.contributor.author	Cossio-Bolaños, Marco Antonio
dc.contributor.author	Urra-Albornoz, Camilo
dc.contributor.author	Cornejo Valderrama, Carolina Genoveva
dc.contributor.author	Quitral-Poblete, Yesenia
dc.contributor.author	Sepúlveda-Romero, Romina
dc.contributor.author	Torres-Olave, Vivianne
dc.contributor.author	Gómez-Campos, Rossana
dc.date.accessioned	2021-12-14T12:22:03Z
dc.date.available	2021-12-14T12:22:03Z
dc.date.issued	2021
dc.identifier.uri	http://repositorio.ucm.cl/handle/ucm/3571
dc.description.abstract	Learning involves an important challenge, in which unnecessary barriers must be eliminated, without eliminating the necessary challenges. In that sense, it is universal learning design (UDL) that encourages the creation of flexible designs that provide effective instruction to all learners. This descriptive study compares the self-perception of the UDL among young university students studying in professional programs in the area of educational sciences at a private university according to the professional program, gender and training received. Participated 271 university students in professional programs in the area of Educational Sciences, whose age range was between 20 and 30 years old. The professional programs of Physical Education, English, Science, Mathematics, Special Education, Basic Pedagogy, Language and Preschool Education were included. Self-perception of Universal Design for Learning (UDL) was measured through the Survey technique, using as an instrument the questionnaire proposed by Sánchez-Fuentes, Castro Durán, Casas Bolaños, & Vallejos Garcías (2016), which has 25 questions and includes the three principles of the UDL. The results showed that the students in the preschool program reflected higher average values than their counterparts in other professional programs (83.6±12.2 points), followed by special education (60.4±9.8 points) and language (60.8±6.6 points) (p<0.05). Female students reflected higher self-perception (59.3±8.9 points) than male students (51.8±11.4 points). Students who have received training in UDL have higher average values (61.75±11.63 points) in relation to those who did not receive training (57.65±12.52 points) (p<0.05). Students in the preschool education program, as well as those who received training and women in general, have reflected a better self-perception in UDL in relation to their counterparts. These results suggest the implementation of programs and educational resources to improve the perception of UDL, especially among men.	es_CL
dc.language.iso	en	es_CL
dc.rights	Atribución-NoComercial-SinDerivadas 3.0 Chile	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/cl/	*
dc.source	International Journal of Higher Education, 10(4), 105-112	es_CL
dc.subject	Universal design for learning	es_CL
dc.subject	Self-perception	es_CL
dc.subject	University students	es_CL
dc.title	Self-perception of universal design for learning in young people studying in professional education science programs	es_CL
dc.type	Article	es_CL
dc.ucm.facultad	Facultad de Ciencias de la Educación	es_CL
dc.ucm.uri	www.sciedupress.com/journal/index.php/ijhe/article/view/19907	es_CL
dc.ucm.doi	doi.org/10.5430/ijhe.v10n4%25p	es_CL