Managing inclusion between Differentiation and Universal Design for Learning: Approaches, Opportunities and Perspectives

Abstract

Differentiated Instruction and Universal Design for Learning are didactical models that are entering teachers’ design logics. Appearing in the national context in recent times, two perspectives present multiple points of convergence, such as the concepts of inclusion and accessibility that they want to convey and the attention they both pay to valuing the differences of each pupil, but also some elements of diversity. In this contribution we intend to analyze the salient and constituent elements of both models, starting with the analysis of their original matrices and, through a path of historical, cultural and methodological reconstruction, provide insights to read the contributions that both perspectives bring as possibilities for teaching design focused on inclusion.