Inclusive pedagogical strategy based on DUA and PIAR to develop inferential reading

Abstract

The objective of this research is to strengthen inferential reading in sixth grade students of the La Esperanza Educational Institution by means of a strategy based on the Universal Design of Learning DUA and the Individual Plan of Reasonable Adjustments PIAR. The research was conducted from a qualitative approach under the educational action research design. The population consisted of 34 students in grade 6, including 5 with a diagnosis of disability and 5 presumptive. The results of the research show that the SAD allows strengthening the inferential comprehension of students with and without a diagnosis of disability. In addition, there is little knowledge and application of the principles of SAD for classroom work; therefore, there is an urgent need to improve training in this regard. It is also identified that the PIAR is an indispensable tool to strengthen the academic process of the disabled student, since it allows understanding how far he/she can go without falling into capacitism. It is not the student who must change beyond his or her possibilities; it is the educational institution that must eliminate learning barriers and prevent the curriculum from preventing the student from accessing knowledge based on his or her abilities.