The application of DUA in highly diverse classrooms from the perspective of teachers
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This article examines the application of Universal Design for Learning (UDL) in highly heterogeneous classrooms from the teacher's perspective, placing the problem in the gap between the principles of UDL and their translation into everyday practice. The study, which is qualitative and based on a literature review, focuses on teachers' understanding, assessment, and use of UDL in highly diverse contexts. The findings summarize: (a) uneven knowledge of the framework, with confusion about its three principles; (b) positive assessment of UDL, although with operational doubts about designing, evaluating, and managing heterogeneity; (c) institutional and training obstacles—time, resources, support—that strain sustained adoption; and (d) the presence of compatible practices not always recognized as UDL. It is concluded that its effective implementation requires moving from isolated actions to a systematic pedagogical design, supported by continuous training, peer collaboration, and organizational support, in order to close the gap between inclusive discourse and classroom reality.
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