Analysis of the Universal Design for Learning: The case of non-Spanish speaking students in Duoc UC

Currently, in the Duoc UC educational community, non-Spanish speaking students have been integrated, due to a migration wave caused by social and political problems. In pursuit of student inclusion, the institution has implemented the Universal Design for Learning (UDL), a curricula design approach which guarantees all students' progress, knowledge acquisition and educational training. This case study aims to analyze the implementation of UDL in the Instructional Program of the Subjects (Programa Instruccional de las Asignaturas) (PIA), the Language and Communication and Mathematics Programs for the institution's first semester, concerning inclusion of the non-Spanish speaking students. The methodology used was to carry out a curricular assessment analysis bearing in mind PIA, interviews with teachers of both subjects, and surveys to non-Spanish speaking students. As a result, it has been found that there is a clear need to make changes in the programs to guarantee the proper inclusion of UDL and thus the one of this student community.