Executive Functions in Universal Design for Learning: Moving towards Inclusive Education

Autor/inn/en	García-Campos, María-Dolores; Canabal, Cristina; Alba-Pastor, Carmen
Titel	Executive Functions in Universal Design for Learning: Moving towards Inclusive Education
Quelle	In: International Journal of Inclusive Education, 24 (2020) 6, S.660-674 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García-Campos, María-Dolores) ORCID (Canabal, Cristina) ORCID (Alba-Pastor, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1474955
Schlagwörter	Inclusion; Access to Education; Students with Disabilities; Executive Function; Brain Hemisphere Functions; Guidelines; Educational Principles; Metacognition; Feedback (Response); Cognitive Ability; Teaching Methods; Classroom Techniques; Affective Behavior; Content Analysis + Suchen Sie Ihr Suchwort? Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Richtlinien; Bildungsprinzip; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Affective disturbance; Active behaviour; Affektive Störung; Inhaltsanalyse
Abstract	The aim of this study is to understand the way in which executive functions are promoted in students by analyzing the Universal Design for Learning (UDL) principles, guidelines and checkpoints. After having performed a content analysis of such material, the results show that a little over half of the 31 checkpoints address the 12 executive functions being considered, the most prominent being: feedback response, planning, metacognition and organisation. Among the three brain networks represented in UDL, in particular, cognitive control has a more relevant presence in the strategic and affective networks, which indicates the importance given to teachers promoting that students learn how to anticipate, structure and decide their learning actions, and how students can rebuild their experience and learning, through reflection, revision and improvement processes. It is concluded that UDL not only constitutes a framework that enhances improvement towards barrier elimination to students' learning and participation, but it also provides guidance for classroom practices that can improve the executive ability of students as long as there is encouragement to develop the affective dimension and its internal management within the learning context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01