Universal Design for Learning as a Didactic Proposal for the Improvement of Comprehensive Reading and Writing

Abstract

The transformation of pedagogical practices represents a huge challenge for contemporary teachers. It implies searching for the most adequate and pertinent resources, strategies and pedagogical proposals, based on a constant and critical reflection of the pedagogical process that takes place within the classroom; In this article we will show the result of a research process that harmoniously articulated the principles of Universal Design for Learning (DUA), pedagogical practice and curricular design in the teaching of reading and writing comprehensively in the first degree of the educational institution Juan Lasso de la Vega, San Juan Valley department of Tolima; the starting point was diversity in the classroom, because each individual knows and learns differently.