Development and implementation of a Didactic Guide for the improvement of training in inclusion in the University

This educational innovation project proposes the elaboration, application and evaluation of a Didactic Guide to facilitate the implementation of Universal Design for Learning (UDL) in the different subjects of the Degree in Primary Education at the University of Burgos (Spain). It is divided into three main phases from January 2023 to December 2024: 1st) Review of teaching materials and design of educational material, with special attention to ICT; 2nd) Training of teachers of the Degree; and 3rd) Application in different subjects of the Degree and evaluation of the experience by the teaching team and the students involved. It is thus expected to facilitate the improvement of the training on inclusive education of the teaching staff and students of the Degree through the involvement of both groups in an innovative process. 

Objectives: 

• To expand the training in inclusive education of teachers and students with the Degree in Primary Education. 

• Facilitate the application of the principles for education for all people at the University through the elaboration and implementation in the classrooms of a Didactic Guide in UDL that offers methodological strategies and tools, especially ICT (Information and Communication Technology), for different subjects of the Degree.  

• To evaluate the results of the experience considering the perspective of teachers and students. 

Theoretical framework 

There is great interest in offering inclusive education in the university system from different areas such as the legislative, curricular (Edyburn, 2010; Díez Villoria & Sánchez Fuentes, 2015) or architectural (Meyer, Rose & Gordon, 2014; Lopez-Gavira et al., 2016). There is a need to make learning and teaching more accessible in the university setting. Universal Design for Learning, or UDL, is a framework to guide tertiary educators in instructional design by removing barriers to learning (Universal Design for Learning Implementation and Research Network [UDL-IRN], 2011). 

Understanding the difficulties and needs faced by the diversity of students at different educational stages is to recognize the existing inequality in access to learning. One way to improve is to offer inclusive teaching as a transversal element in the initial training of future Primary Education teachers, which should contemplate diversity as an enriching factor in society (Lozano Mellado et al., 2017, p.104). This is a response to the demands coming from different national and international educational and social institutions that point out the scarce training of future teachers (Boothe et al., 2018). 

The scope of the project can be very significant for being developed in a Degree, the Primary Education Teacher, with 30 subjects (plus 6 optional subjects of mention, 5 in the case of Physical Education), 95 teachers and 592 students in the current course. In addition, it will contribute to the improvement of a Degree that is already obtaining a very good position in international rankings such as the World University Ranking, prepared by Times Higher Education. 

When teacher education programs emphasize differences among different types of students, they evidence the need for training to prepare teachers for diversity (Florian & Camedda, 2020, p.5). This project has a benefit to the entire undergraduate student body (590 students, in the optimistic forecast) and, specifically, to those taking the 15 subjects taught by the professors. 

The pedagogical benefit of using the Guide can be transferred to other Degrees. Students are also offered a variety of resources and strategies in the subjects they are studying. The training of university professors and their development of competencies are also expected results and benefits like other studies from Schelly, Davies, & Spooner (2011) or Unluol Unal, Karal & Tan (2020).

This is a transversal project that involves all members of an educational innovation group, coming from different areas of knowledge. Its eminently practical and formative nature will facilitate the achievement of the proposed objectives. The methodology will be based on the previous reflection on the teaching practice and the collaborative work of the members of the group. The different phases are detailed below: First phase: - Planning: the creation of a schedule and working groups with the group members. - Review of bibliography and resources. special attention will be given to the next publications: - Guidance for Implementing Universal Design for Learning in Irish Further Education and Training (SOLAS The Further Education and Training Authority) - Curriculum Training in Design for All in Education (proposals for the Primary Education Degree). - Guide UDL- Wheel: tools for Universal Design for Learning (DOWN Spain, 2022). Bank of ICT resources to apply the three principles of UDL that we will adapt to the context and tertiary teachers. - Shared discussion: selection of strategies and tools for the didactic material. - Elaboration of the Didactic Guide. Criteria for application selection: -The focus has been on the concept of inclusion as the elimination of barriers to learning that may be present in didactic designs. -Applications and tools are provided to serve as facilitators, supports and or alternatives for the universal alternatives of the activities. The digital tools selected are intended that they can be used by all students, thus responding to the criterion of universality and non-discrimination. -The Guide responds to the attention to diversity in the classroom under a universal approach, not a personalized one. This is why we present assistive technologies that can be proposed in the didactic designs of the classroom, but there are no specific applications for specific groups of people with disabilities for the rest of the guidelines. -Specific applications for students with specific needs respond to what UNESCO calls "reasonable accommodations", which would come into play when, for a specific person, the application would have to be adapted to the needs of a specific group of people with disabilities. Second phase: -Training of the Degree teachers for the implementation of the Didactic Guide in their subjects. Third phase: -Pilot test and implementation in the Degree subjects. -Evaluation of the experience: particularly from the student and teachers' points of view -Analysis of results and dissemination

This educational innovation project aims to guide teachers with this guide for the implementation of the UDL in university classrooms of primary education teachers. It can be beneficial for students with and without disabilities, who are expected to appreciate having choices, tailored material, increased engagement and a heightened understanding of course content. Some of the suggested applications can also be used in other be used at different UDL checkpoints. The applications listed in the Guide are presented as a representative sample of the many similar applications that can be used to provide students with a variety of information access options. This versatility allows each teacher to make the most of them to generate alternatives for their students. Suggestions have been made, to the extent possible, Suggestions have been made, to the extent possible, for applications that meet the following criteria of accessibility, ease of application in the classroom, student safety and security, free or semi-free use of the applications and low cost. Also, for teachers for improving their teaching, training in digital tools for the design of learning situations from a DUA point of view will help to promote the presence of the instructor with an inclusive approach strengthening the participation and progress of all students. It will also contribute to the digital literacy of teachers and students. This is a pioneering guide in the Spanish university system. This is a pioneering guide in the Spanish university system, whose implementation and evaluation will allow for obtaining valuable results in the research on inclusion in the University and favouring teaching processes for all. The results can serve as an inspiration that can be extrapolated to other countries.

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