dc.contributor.author | García Campos, M. Dolores | |
dc.contributor.author | Canabal García, Cristina | |
dc.contributor.author | Alba Pastor, Carmen | |
dc.date.accessioned | 2018-07-05T12:47:21Z | |
dc.date.issued | 2020 | |
dc.identifier.bibliographicCitation | 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 | en |
dc.identifier.issn | 1360-3116 | |
dc.identifier.issn | 1464-5173 | |
dc.identifier.uri | http://hdl.handle.net/10017/33662 | |
dc.description | 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 | en |
dc.description.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 | en |
dc.description.sponsorship | Ministerio de Ciencia e Innovación. Plan Nacional de I+D+i 2008-2011. Subprograma de Proyectos de Investigación Fundamental 2011-2014 | es_ES |
dc.description.sponsorship | 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 | en |
dc.description.sponsorship | Ministerio de Ciencia e Innovación | es_ES |
dc.format.mimetype | application/pdf | en |
dc.language.iso | eng | en |
dc.rights | Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) | en |
dc.rights | © 2018 Informa UK Limited, trading as Taylor & Francis Group | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | en |
dc.subject | Executive functions | en |
dc.subject | Cognitive control | en |
dc.subject | Universal design for learning | en |
dc.subject | Inclusive education | en |
dc.title | Executive functions in universal design for learning: moving towards inclusive education | en |
dc.type | info:eu-repo/semantics/article | en |
dc.subject.eciencia | Education | en |
dc.subject.eciencia | Educación | es_ES |
dc.contributor.affiliation | Universidad de Alcalá. Departamento de Ciencias de la Educación | es_ES |
dc.date.updated | 2018-07-05T12:10:58Z | |
dc.relation.publisherversion | https://doi.org/10.1080/13603116.2018.1474955 | |
dc.type.version | info:eu-repo/semantics/acceptedVersion | en |
dc.identifier.doi | 10.1080/13603116.2018.1474955 | |
dc.relation.projectID | 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 | es_ES |
dc.date.embargoEndDate | 2019-11-30 | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | en |
dc.identifier.uxxi | AR/0000038321 | |
dc.identifier.publicationtitle | International Journal of Inclusive Education | en |
dc.identifier.publicationvolume | 24 | |
dc.identifier.publicationlastpage | 674 | |
dc.identifier.publicationissue | 6 | |
dc.identifier.publicationfirstpage | 660 | |