Percepciones docentes e implementación del DUA en el marco de la educación inclusiva

Universal Design for Learning (UDL) is an approach rooted ininclusive education that aims to increase student participation andengagement without relying on curricular adaptations. AlthoughUDL is embedded in Spanish legislation (LOMLOE, 2020), littleis known about teachers’ perceptions of it or about its actual usein schools. This study explored teachers’ attitudes towards UDLand how far they implement it in practice. A descriptive designwas used with a convenience sample of 286 in-service teachersworking at pre-university levels in Asturias, Spain. Participantscompleted the validated Attitudes towards UDL and PracticalImplementation in the Classroom questionnaire (ADIPA), whichshowed high internal reliability (α = .891; ω = .896). Data wereanalysed using descriptive statistics, non-parametric tests, andSpearman correlations. Teachers generally held positive viewsof UDL and acknowledged its inclusive potential, but classroomimplementation was inconsistent. Significant differences werefound by gender, previous training, perceived training quality,school type, and teaching specialisation. Likewise, associationbetween attitudes and implementation was positive but weak.This highlights the need to strengthen the practical componentsof teacher training and to ensure organisational conditions thatallow UDL to be implemented effectively, thereby contributingto national and international scholarly debates on inclusiveeducation.