Estrategias Didácticas Apoyadas en Tecnología para Promover la Inclusión en Aulas Diversas: Un Enfoque desde el Diseño Universal para el Aprendizaje (DUA)

Julio Aníbal  Pazmiño Vaca; Andrea Elizabeth  Bunce Márquez; Olga Graciela  Salguero Lita; Cristina Del Rocío  Analuisa Aguas

doi:10.59282/reincisol.V3(6)4861-4885

Authors

Julio Aníbal Pazmiño Vaca Universidad de Barcelona https://orcid.org/0009-0008-1621-216X
Andrea Elizabeth Bunce Márquez Universidad Central del Ecuador
Olga Graciela Salguero Lita Universidad de Guayaquil
Cristina Del Rocío Analuisa Aguas Universidad Central del Ecuador https://orcid.org/0009-0004-8221-0112

DOI:

https://doi.org/10.59282/reincisol.V3(6)4861-4885

Keywords:

Universal Design for Learning (UDL), Inclusive education, Educational technologies

Abstract

This review article explores the impact of technology-supported teaching strategies in promoting inclusion in diverse classrooms, using the framework of Universal Design for Learning (UDL). Through a systematic literature review, empirical and theoretical studies were analyzed, focusing on the use of educational technologies such as online learning platforms, mobile applications, and assistive tools to facilitate access to learning and ensure educational equity. The benefits of technology in personalizing instruction and eliminating physical and cognitive barriers faced by students with disabilities are highlighted. However, significant challenges, such as the digital divide, lack of teacher training, and institutional barriers, are also identified. The conclusions point to the need for increased investment in technological infrastructure, teacher training, and the development of inclusive educational policies to promote effective use of technology in education.

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