Technical-administrative realities of integrated classrooms for students with intellectual disabilities in the implementation of Universal Design for Learning (UDL)
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| Auteurs: | , |
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| Format: | artículo original |
| Statut: | Versión publicada |
| Date de publication: | 2026 |
| Description: | This research aims to analyze the technical-administrative realities related to the operation of the specific service provided by integrated classrooms for individuals with intellectual disabilities, within the context of the Costa Rican education system. It is grounded in Decree No. 40955-2018, Establishment of Inclusion and Accessibility in the Costa Rican Education System, which sets a 10-year deadline from its 2018 publication for these classrooms to be transformed into educational support services. The study seeks to determine whether these services are progressing in incorporating the principles of Universal Design for Learning (UDL), particularly with regard to technical-administrative functioning and pedagogical mediation. To this end, observations were carried out during 2023 and 2024 across different Regional Education Directorates [in Spanish, Direcciones Regionales de Educación] throughout the country. A total of 16 integrated classrooms were observed, including two specializing in serving students with multiple disabilities. The research was conducted using a qualitative approach with a phenomenological design, and ATLAS.ti 9 software was used to analyze the data collected. The main findings reveal that, while physical and structural accessibility meets current requirements, there are significant limitations in the application of UDL principles in administrative and pedagogical practices. |
| Pays: | Portal de Revistas UNED |
| Institution: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| OAI Identifier: | oai:revistas.uned.ac.cr:article/5726 |
| Accès en ligne: | https://revistas.uned.ac.cr/index.php/index/article/view/5726 |
| Mots-clés: | inclusive education accessibility universal design for learning pedagogical mediation personalized education quality education educación inclusiva accesibilidad diseño universal para el aprendizaje mediación pedagógica educación personalizada educación de calidad educação inclusiva acessibilidade desenho universal para a aprendizagem mediação pedagógica educação personalizada educação de qualidade |