Universal Design for Learning and Neuroeducation as an innovative approach to educational inclusion [Diseño Universal para el Aprendizaje y Neuroeducación como enfoque innovador para la inclusión educativa]

Abstract

The article highlights the research objective of analysing the integration of Universal Design for Learning and Neuroeducation as an innovative approach to educational inclusion. From a methodological perspective, a documentary research design was adopted. The articulation between both approaches allows us to overcome the historical limitations of exclusively philosophical or technical approaches to the phenomenon of inclusive education. On the one hand, UDL provides an ethical vision of inclusion that recognises diversity as a fundamental value, while neuroeducation provides the scientific basis necessary to understand the brain mechanisms underlying this diversity and optimise the corresponding pedagogical interventions. This paradigmatic integration generates a synergistic effect that significantly enhances the transformative capacities of both individual approaches. The neuroscientific basis of the DUA principles provides scientific credibility to inclusive practices, while the inclusive philosophy of the DUA ethically guides the application of neuroscientific knowledge towards educational purposes.