Universal Design for Learning: Methodological Notes for Inclusive Education

In 2015, the United Nations unanimously approved the 2030 Agenda, which includes the seventeen Sustainable Development Goals (SDGs). The sixteenth goal states the need to "promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels" (UN, 2015: Art. 16). This reaffirms the commitment made two decades earlier at the World Conference on Special Needs Education, held in 1994 in Salamanca, Spain. There, the foundations for global inclusive education policies were laid, recommending that children with special educational needs have access to mainstream schools. To achieve this, early intervention plans tailored to each student's specific pedagogical needs must logically be implemented.

Inclusive Education (IE) is based on the principle that every child has different characteristics, abilities, and learning needs, and therefore, educational systems and programs (both in-school and extracurricular) must be designed to accommodate this diversity. It is not only about addressing an increasingly broad and heterogeneous range of needs (due to phenomena entrenched in our societies as a result of globalization: multiculturalism, multi-religiosity, etc.) but also about enhancing collective learning in plural and multifunctional contexts. The starting premise is that this real-world diversity, when brought into the classroom, fosters inclusive learning, enhancing both the optimization of skills for students with special needs and the value-based learning for those without.

Today, IE stands as a triumph of pedagogical individualization, rooted in authentic collective learning—a harmonious balance between addressing specific special needs (without isolating any learner) and fostering the formative and proactive potential of the group. To some extent, behaviorist pedagogy encouraged segregation as an educational method, overlooking the possibilities of true educational inclusion. Inclusion is understood as equitable, proportional, and responsible teaching that embraces differences and diversities. Educators do not merely transmit curricular content; our work and commitment must enable the holistic development of students—shaping them into responsible citizens, aware of their role in the world. This genuine education for democracy requires dialogue, empathy, and coexistence with others; it cannot thrive in separation and lack of interaction. The classroom must serve as a microcosm that faithfully represents the broader societal context, with all its functional and cultural diversity.

Inclusive Education aims to address the diverse learning needs of all children, with special attention to those who, due to functional diversity, are vulnerable to marginalization or social exclusion. The educational process is, therefore, holistic and global. Unfortunately, in many supranational, national, regional, and local contexts today, there is a mismatch between the complexity of educational needs and the technical and human resources allocated to tackle the great challenge of inclusive education. Integrating all types of students into the same learning environment is a step forward in citizenship education, but it requires a strong commitment to expanding teaching staff, specific infrastructure, and specialized professionals trained in special needs education. Early intervention units are also essential to detect special needs and ensure each student’s proper development. Without them, we will continue to face a scenario where educators are overwhelmed, exhausted, and under-resourced in addressing classroom diversity. This is the harsh reality teachers worldwide confront daily—professionals who need real technical and human support to meet the challenges of inclusive education in a changing, complex, and demanding environment.

The work before you pursues this very goal: analyzing the context, challenges, and particularities of inclusive education today. May it also serve as a tribute to the tireless and dedicated efforts of educators, who often go far beyond their working hours, financial compensation, and specific training. Deep respect for their work can only be sustained through a genuine political commitment to quality education—innovative, social, and inclusive. An education that fosters not only curricular learning but also empathy, values-based education, and a democratic spirit.

Dr. Antonia Isabel Nogales-Bocio,
Assistant Professor,
Pre-Departmental Unit of Journalism,
Audiovisual Communication, and Advertising,
Universidad de Zaragoza (España)