Executive functions in universal design for learning: moving towards inclusive education
Identifiers
Permanent link (URI): http://hdl.handle.net/10017/33662DOI: 10.1080/13603116.2018.1474955
ISSN: 1360-3116
ISSN: 1464-5173
Date
2020Embargo end date
2019-11-30Funders
Ministerio de Ciencia e Innovación. Plan Nacional de I+D+i 2008-2011. Subprograma de Proyectos de Investigación Fundamental 2011-2014
Application of Universal Design for Learning by means of the use of digitally accessible materials: implications for literacy in Primary Education and teacher education-DUALECTIC;(EDU2011-24926) National R+D+I Plan
Ministerio de Ciencia e Innovación
Bibliographic citation
García-Campos, M., Canabal, C., & Alba-Pastor, C. (2020). Executive functions in
universal design for learning: moving towards inclusive education. International Journal of Inclusive Education, 24(6), 660-674. https://doi.org/10.1080/13603116.2018.1474955
Keywords
Executive functions
Cognitive control
Universal design for learning
Inclusive education
Description / Notes
This article partially introduces and analyses the results of a project funded by the Spanish Ministry of Science and Innovations regarding the ‘Application of Universal Design for Learning by means of the use of digitally accessible materials: implications for literacy in Primary Education and teacher education-DUALECTIC’(Ref. EDU2011-24926), within the National R+D+I Plan 2008– 2011. Sub-programme of Fundamental Research Projects 2011-2014
Project
info:eu-repo/grantAgreement/MICINN/Programa Nacional de Investigación Fundamental (Plan Nacional de I+D+I)/EDU2011-24926/ES/Diseño Universal para el Aprendizaje (DUA) Pautas para su introducción en el currículo
Document type
info:eu-repo/semantics/article
Version
info:eu-repo/semantics/acceptedVersion
Publisher's version
https://doi.org/10.1080/13603116.2018.1474955Rights
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
© 2018 Informa UK Limited, trading as Taylor & Francis Group
Access rights
info:eu-repo/semantics/openAccess
Abstract
The aim of this study is to understand the way in which executive functions are promoted in students by analyzing the Universal Design for Learning (UDL) principles, guidelines and checkpoints. After having performed a content analysis of such material, the results show that a little over half of the 31 checkpoints address the 12 executive functions being considered, the most prominent being: feedback response, planning, metacognition and organisation. Among the three brain networks represented in UDL, in particular, cognitive control has a more relevant presence in the strategic and affective networks, which indicates the importance given to teachers promoting that students learn how to anticipate, structure and decide their learning actions, and how students can rebuild their experience and learning, through reflection, revision and improvement processes. It is concluded that UDL not only constitutes a framework that enhances improvement towards barrier elimination to students’ learning and participation, but it also provides guidance for classroom practices that can improve the executive ability of students as long as there is encouragement to develop the affective dimension and its internal management within the learning context
Files in this item
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executive_garcia_IJIE_2020_post.pdf | 1.855Mb |
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executive_garcia_IJIE_2018.pdf | 329.3Kb |
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executive_garcia_IJIE_2020_post.pdf | 1.855Mb |
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executive_garcia_IJIE_2018.pdf | 329.3Kb |
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