The experience of university students in classes with Universal Design for Learning

Abstract

This study aims to analyze the perception of university students about managing diversity approach in classes using Universal Design for Learning. The study is based on qualitative methodology, phenomenological design and nonprobabilistic, purposive and convenience sampling. A total of 20 semi-structured interviews were carried and the data were analyzed by content analysis, based on
grounded theory, covering the phases of open and axial coding. Students perceive that the use of multiple means of representation improves access to the content; the multiple means of expression match effectively to their abilities, styles and learning preferences; they recognize the teacher's responsibility in generating an environment of respect for heterogeneity, which is fundamental in addressing and valuing diversity; finally, the use of information and communication technologies complements the learning process, but technical failure hinder accessibility.

Based on the results of the study, it is concluded that Universal Design for Learning addresses diversity by promoting equal opportunities for access, expression and participation, enhancing the learning process.