Improving the quality of english teaching and learning in the inclusive classroom with universal design for learning (UDL)
Muñoz Hernández, Eliezer
Mosquera Ramírez, Kayla
Villaquirán Banguero, Brandon Alexis
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Many teachers do not know how to teach the English language in an inclusive classroom, therefore, Universal Design for Learning (UDL) has been selected as a good way to improve English teaching and learning in inclusive settings by the decree 1421 (2017). The objective of this research was to implement UDL to improve the English teaching and learning in the fifth grade of “villa de las Palmas” school where there were some children with cognitive disabilities. The methodology used was qualitative, therefore, 3 interviews, 2 surveys, 2 observations and a field diary were done for later design and application of a lesson plan. Also, in the analysis of some questions the quantitative method was used. The interviews were performed with an English teacher, a psychologist, and a graduate in Special Education from the school. The 2 surveys were given to the children of fifth grade, one before the lesson plan and another at the end of the study. The lesson plan was designed with UDL taking into account three styles of learning: visual, auditory and kinesthetic, so activities of these styles were included. The lesson plan was also based on the basic standards of competences in foreign languages: writing, listening, speaking, and reading. The results were positive since the application of lesson plan was successful. The teaching improved because the guidelines of UDL were used in order to give an effective lesson. Children were motivated, and children with learning disabilities were included and learned in a fun way. Finally, it was concluded that the Universal Design for Learning can improve the quality of English teaching and learning in the fifth grade of “villa de las Palmas” school.