Individualization, pedagogical differentiation and universal design for learning. Conceptual outline and some practical derivations

Abstract

The study of the conceptualization of the individualization, of the pedagogical differentiation and of the Universal Design for Learning formed the nucleus around which the main ideas and reflections of the presente article revolved with the objective of outlining some key aspects of the conceptualization of the individualization , of the pedagogical differentiation and of the Universal Design for Learning (DUA). The methodology used was based on the bibliographic review of primary sources, using as methods the inferential critical reading and the analysis and synthesis. The sources were obtained as a result of the searches made in different databases and portals of scientific information available on the network. The application of theoretical-level methods, including analysis and synthesis, allowed us to verify the

agreement of the different positions in relation to the importance of individualization and differentiation, whose foundations have to be assumed as an essential starting point in response to the diversity of the student body and as a reference for the application of current proposals, among which stands out the Universal Design for Learning with which it has been proven that they have a close relationship. As a result of the study, the role of the preparation and training of teachers for the creative application of the theoretical budgets presented as references for the development and application of methodological tools aimed at promoting successful learning and comprehensive training the students was underlined.