Diseño Universal para el Aprendizaje: un paradigma para el desarrollo de las habilidades lectoras en lenguas extranjeras a través de las redes afectivas / Universal Design for Learning: a paradigm for the development of reading skills in foreign...
DOI:
https://doi.org/10.17398/1988-8430.32.7Palabras clave:
diseño universal; aprendizaje; lectura; afecto; enseñanza de lenguas.Resumen
El Diseño Universal para el Aprendizaje (DUA) es un paradigma que surgió a principios de los años 90 para garantizar una educación de calidad e igualitaria. Su origen se debe a una necesidad por reducir las barreras que en ocasiones se generan de manera involuntaria y que impiden el aprendizaje de nuestro alumnado. Algunas de estas barreras se generan en los entornos de aprendizaje, los cuales ejercen una gran influencia en el desarrollo cerebral y, en general, en el aprendizaje. En este sentido, las interacciones contexto-individuo y la relación entre afecto y cognición pueden favorecer la activación de las redes afectivas, que resultan esenciales para motivarnos e implicarnos en nuestro aprendizaje. El estímulo adecuado de estas redes y una correcta aplicación de los principios del DUA pueden reducir las barreras para el aprendizaje y maximizar las habilidades lectoras para la adquisición de lenguas extranjeras.
Abstract
Universal Design for Learning (UDL) emerged in the early 90s as a new paradigm to ensure equity and quality across education. Its origins were due to the increasing need to reduce barriers which are often caused unintentionally and impede learning. Some of these barriers are caused by learning environments, which exert considerable influence on brain development and, therefore, on learning. In this respect, individual-context interactions and the relationship between affect and cognition can benefit the activation of affective networks and their responses to stimuli, which are essential for our engagement in the learning process. Their effective stimulus and the correct application of UDL principles can reduce barriers and help learners acquire reading skills in a foreign language.
Keywords: universal design; learning; reading; affection; language teaching.
Referencias
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Berberi, T. (2008). Bridging Worlds Apart: Disability and Foreign Languages Where We Live and Learn. En T. Berberi, E. C.Hamilton y I. M. Sutherland (Eds.), Worlds Apart? Disability and Foreign Language Learning (pp. 1-22). New Haven: Yale University Press.
Blackburn, J. F. (2008). Reading and phonological awareness skills in children exposed to domestic violence. Journal of Aggression, Maltreatment, & Trauma, 17, 415-438.
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York, Toronto: Longmans, Green.
Brand, S. T. y Dalton, E. M. (2012). Universal Design for Learning: Cognitive Theory into Practice for Facilitating Comprehension in Early Literacy. Forum on Public Policy Online, 1, 1-19.
CAST. (2011). Universal Design for Learning Guidelines version 2. 0. Wakefield, MA. Recuperado de http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final)_3.doc.
Cheung, A. C. K., y Slavin, R. E. (2012). How features of Educational Technology Applications Affect students reading outcomes: A meta-analysis. Educational Research Review, 7, 198-215.
Cheung, A. C. K., y Slavin, R. E. (2013). Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis. Reading Research Quarterly, 48(3), 277-299.
Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostrosff, E., et al. (1997). The Principles of Universal Design, Version 2.0. Raleigh (NC): North Carolina State University.
Curtis, M. E. (2014). Vocabulary testing and vocabulary instruction. En M. G. McKeown y M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 37–51). Hillsdale, NJ: Erlbaum.
Delaney-Black, V., Covington, C., Ondersma, S. J., Nordstrom-Klee, B., Templin, T., Ager, J., et al. (2002). Violence exposure, trauma, and IQ and /or reading deficits among urban children. Archives of Pediatrics and Adolescent Medicine, 156, 280-285.
Doherty, P., Fazeli, M. S., y Walsh, F. S. (1995). The neural cell adhesion molecule and synaptic plasticity. J Neurobiol, 26, 437–446.
Genesee, F. (Guest Editor). (2000). Syntactic aspects of bilingual acquisition. Special Issue of Bilingualism: Language and Cognition. Cambridge: Cambridge University Press.
Graham-Bermann, S. A., Howell, K. H., Miller, L. E., Kwek, J., y Lilly, M. M., (2010). Traumatic events and maternal education as predictors of verbal ability for preschool children exposed to intimate partner violence (IPV). Journal of Family Violence, 25, 383-392.
Gu, J., y Kanai, R. (2014). What contributes to individual differences in brain structure? Frontiers in Human Neuroscience, 8(262), 1-6.
Kaliman, P., Álvarez-López, M. J., Cosín-Tomás, M., Rosenkranz, M. A., Lutz, A., y Davidson, R. J. (2014). Rapid changes in histone deacetylases and inflammatory gene expression in expert meditators. Psychoneuroendocrinology, 40, 96–107.
Knafo, S., Venero, C., Sánchez-Puelles, C., Pereda-Peréz, I., Franco, A., Sandi, C….y Esteban, J. A. (2012). Facilitation of AMPA Receptor Synaptic Delivery as a Molecular Mechanism for Cognitive Enhancement. PLoS Biol 10(2): e1001262. Recuperado de https://doi.org/10.1371/journal.pbio.1001262
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Lazda-Cazers, R., y Thorson, H. (2008). Teaching Foreign Languages to Students with Disabilities: Initiatives to Educate Faculty. En T. Berberi, E. C. Hamilton y I. M. Sutherland (Eds.), Worlds Apart? Disability and Foreign Language Learning (pp. 107-136). New Haven: Yale University Press.
Lowrey, K. A. (2014). When All Means Every: Two Approaches to UDL Curriculum Design for Students with Severe Disabilities. Implementing Universal Design for Learning, 6, 124-127.
McGuire, J., Scott, S., y Shaw, S. (2006). Universal design and its applications in educational environments. Remedial and special education, 27,166-175.
Meyer, A., Rose, D., y Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield MA: CAST Professional Publishing.
Meyer, A. y Rose, D. (2005). The universally designed classroom: accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Meyer, A., y Rose, D. (2006). A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.
Meyer, A. y Rose, D. (2009). A Policy Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.
National Center for Education Statistics. (2003). The nation’s report card. Recuperado de http://nces.ed.gov/nationsreportcard/pubs/main2003/2005453.asp.
NCSU. (1997). The Principles of Universal Design. The Center for Universal Design, NC State University. Recuperado de http://www.ncsu.edu/project/design-projects/udi/center-for-universal-design/the-principles-of-universal-design/.
Orkwis, R. y McLane, K. (1998). A curriculum every student can use: Design principles for student access, ERIC/OSEP Topical Brief. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education.
Ortega, J. L. (2004). La atención a la diversidad en el aula de idiomas. Porta Linguarum, 1, 121-140.
Palley, M. (2002). Education in the digital age. En D. Rose, A. Meyer, N. Stragman y G. Rappolt, Teaching every student in the digital age. Alexandria, Virginia: ACEI. Recuperado de www.cast.org/teachingeverystudent/ideas/tes
Proctor, C. P., August, D., Carlo, M. S., y Snow, C. E. (2006). The intriguing role of Spanish vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98, 159–169.
Proctor, C. P., Dalton, B., y Grisham, D. L. (2007). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.
Rose, D. (2005). Cognition and learning: meeting the challenge of individual differences. ACM SIGACCESS Accessibility and Computing, 1(83), 30-36.
Rose, D., y Meyer, A. (2000a). The Future is in the Margins: The Role of Technology and Disability in Educational Reform. Wakefield, MA: National Center on Universal Design for Learning.
Rose, D., y Meyer, A. (2000b). Universal design for individual differences. Educational Leadership, 58(3), 39-43.
Rose, D., y Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Saltzman, K. M., Holden, G. W., y Holahan, C. J. (2005). The psychobiology of children exposed to marital violence. Journal of Clinical Child and Adolescent Psychology, 34, 129-139.
Samuelson, K. W., Krueger, C. E., Burnett, C., y Wilson, C. K. (2010). Neuropsychological functioning in children with posttraumatic stress disorder. Child Neuroppsychology, 16, 119-133.
Stearns, S. C. (2012). Integration of Technology into the Classroom: Effects on Reading Comprehension. Shouthern Illinois University Carbondale, Open SIUC.
Sternberg, R. J., y Sternberg, K. (2016a). Cognitive psychology. Nelson Education.
Sternberg, R. J., y Sternberg, K. (2016b). The Psychologist's Companion: A Guide to Professional Success for Students, Teachers, and Researchers. Cambridge: Cambridge University Press.
Sternberg, R. J., y Williams, W. M. (2010). Educational psychology (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill.
Strangman, N., Meyer, A., Hall, T., y Proctor, P. (2008). New Technologies and Universal Design for Learning in the Foreign Language Classroom. En T. Berberi, E. C. Hamilton y I. M. Sutherland (Eds.), Worlds Apart? Disability and Foreign Language Learning (pp. 164-180). New Haven: Yale University Press.
Turley, M. R., y Obrzut, J. E. (2012). Neuropsychological effects of posttraumatic stress disorder in children and adolescents. Canadian Journal of School Psychology, 27, 166-182.
Wolf, L. D. (2016). The Influence of Psychological and Physical Health on Reading. En C. M. Connor (Ed). The Cognitive Development of Reading and Reading Comprehension (pp 11-119). New York: Routledge.
Woodcock, R. W., McGrew, K., y Mather, N. (2001). Woodcock–Johnson III Tests of Achievement. Itasca, IL: Riverside.
Yasik, A. E., Saigh, P. A., Oberfield, R. A., y Halamandaris, P. V. (2007). Posttraumatic Stress Disorder: Memory and Learning Performance in Children and Adolescents. Biological psychiatry, 61, 382-8.
Arnáiz, P. (2011). Luchando contra la exclusión: buenas prácticas y éxito escolar. Innovación educativa, 1(21), 23-35.
Arreymbi, J. (2005). Investigating the effects of Multimedia on children's anxiety during Learning and Teaching. En G. Williams, J. Ampomah y P. V. Avudzivi (Eds.), 1st IEEE Annual International Conference on Advances in Information and Communication Engineering (pp.78-98). Accra.
Berberi, T. (2008). Bridging Worlds Apart: Disability and Foreign Languages Where We Live and Learn. En T. Berberi, E. C.Hamilton y I. M. Sutherland (Eds.), Worlds Apart? Disability and Foreign Language Learning (pp. 1-22). New Haven: Yale University Press.
Blackburn, J. F. (2008). Reading and phonological awareness skills in children exposed to domestic violence. Journal of Aggression, Maltreatment, & Trauma, 17, 415-438.
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York, Toronto: Longmans, Green.
Brand, S. T. y Dalton, E. M. (2012). Universal Design for Learning: Cognitive Theory into Practice for Facilitating Comprehension in Early Literacy. Forum on Public Policy Online, 1, 1-19.
CAST. (2011). Universal Design for Learning Guidelines version 2. 0. Wakefield, MA. Recuperado de http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final)_3.doc.
Cheung, A. C. K., y Slavin, R. E. (2012). How features of Educational Technology Applications Affect students reading outcomes: A meta-analysis. Educational Research Review, 7, 198-215.
Cheung, A. C. K., y Slavin, R. E. (2013). Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis. Reading Research Quarterly, 48(3), 277-299.
Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostrosff, E., et al. (1997). The Principles of Universal Design, Version 2.0. Raleigh (NC): North Carolina State University.
Curtis, M. E. (2014). Vocabulary testing and vocabulary instruction. En M. G. McKeown y M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 37–51). Hillsdale, NJ: Erlbaum.
Delaney-Black, V., Covington, C., Ondersma, S. J., Nordstrom-Klee, B., Templin, T., Ager, J., et al. (2002). Violence exposure, trauma, and IQ and /or reading deficits among urban children. Archives of Pediatrics and Adolescent Medicine, 156, 280-285.
Doherty, P., Fazeli, M. S., y Walsh, F. S. (1995). The neural cell adhesion molecule and synaptic plasticity. J Neurobiol, 26, 437–446.
Genesee, F. (Guest Editor). (2000). Syntactic aspects of bilingual acquisition. Special Issue of Bilingualism: Language and Cognition. Cambridge: Cambridge University Press.
Graham-Bermann, S. A., Howell, K. H., Miller, L. E., Kwek, J., y Lilly, M. M., (2010). Traumatic events and maternal education as predictors of verbal ability for preschool children exposed to intimate partner violence (IPV). Journal of Family Violence, 25, 383-392.
Gu, J., y Kanai, R. (2014). What contributes to individual differences in brain structure? Frontiers in Human Neuroscience, 8(262), 1-6.
Kaliman, P., Álvarez-López, M. J., Cosín-Tomás, M., Rosenkranz, M. A., Lutz, A., y Davidson, R. J. (2014). Rapid changes in histone deacetylases and inflammatory gene expression in expert meditators. Psychoneuroendocrinology, 40, 96–107.
Knafo, S., Venero, C., Sánchez-Puelles, C., Pereda-Peréz, I., Franco, A., Sandi, C….y Esteban, J. A. (2012). Facilitation of AMPA Receptor Synaptic Delivery as a Molecular Mechanism for Cognitive Enhancement. PLoS Biol 10(2): e1001262. Recuperado de https://doi.org/10.1371/journal.pbio.1001262
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Lazda-Cazers, R., y Thorson, H. (2008). Teaching Foreign Languages to Students with Disabilities: Initiatives to Educate Faculty. En T. Berberi, E. C. Hamilton y I. M. Sutherland (Eds.), Worlds Apart? Disability and Foreign Language Learning (pp. 107-136). New Haven: Yale University Press.
Lowrey, K. A. (2014). When All Means Every: Two Approaches to UDL Curriculum Design for Students with Severe Disabilities. Implementing Universal Design for Learning, 6, 124-127.
McGuire, J., Scott, S., y Shaw, S. (2006). Universal design and its applications in educational environments. Remedial and special education, 27,166-175.
Meyer, A., Rose, D., y Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield MA: CAST Professional Publishing.
Meyer, A. y Rose, D. (2005). The universally designed classroom: accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Meyer, A., y Rose, D. (2006). A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.
Meyer, A. y Rose, D. (2009). A Policy Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press.
National Center for Education Statistics. (2003). The nation’s report card. Recuperado de http://nces.ed.gov/nationsreportcard/pubs/main2003/2005453.asp.
NCSU. (1997). The Principles of Universal Design. The Center for Universal Design, NC State University. Recuperado de http://www.ncsu.edu/project/design-projects/udi/center-for-universal-design/the-principles-of-universal-design/.
Orkwis, R. y McLane, K. (1998). A curriculum every student can use: Design principles for student access, ERIC/OSEP Topical Brief. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education.
Ortega, J. L. (2004). La atención a la diversidad en el aula de idiomas. Porta Linguarum, 1, 121-140.
Palley, M. (2002). Education in the digital age. En D. Rose, A. Meyer, N. Stragman y G. Rappolt, Teaching every student in the digital age. Alexandria, Virginia: ACEI. Recuperado de www.cast.org/teachingeverystudent/ideas/tes
Proctor, C. P., August, D., Carlo, M. S., y Snow, C. E. (2006). The intriguing role of Spanish vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98, 159–169.
Proctor, C. P., Dalton, B., y Grisham, D. L. (2007). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.
Rose, D. (2005). Cognition and learning: meeting the challenge of individual differences. ACM SIGACCESS Accessibility and Computing, 1(83), 30-36.
Rose, D., y Meyer, A. (2000a). The Future is in the Margins: The Role of Technology and Disability in Educational Reform. Wakefield, MA: National Center on Universal Design for Learning.
Rose, D., y Meyer, A. (2000b). Universal design for individual differences. Educational Leadership, 58(3), 39-43.
Rose, D., y Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Saltzman, K. M., Holden, G. W., y Holahan, C. J. (2005). The psychobiology of children exposed to marital violence. Journal of Clinical Child and Adolescent Psychology, 34, 129-139.
Samuelson, K. W., Krueger, C. E., Burnett, C., y Wilson, C. K. (2010). Neuropsychological functioning in children with posttraumatic stress disorder. Child Neuroppsychology, 16, 119-133.
Stearns, S. C. (2012). Integration of Technology into the Classroom: Effects on Reading Comprehension. Shouthern Illinois University Carbondale, Open SIUC.
Sternberg, R. J., y Sternberg, K. (2016a). Cognitive psychology. Nelson Education.
Sternberg, R. J., y Sternberg, K. (2016b). The Psychologist's Companion: A Guide to Professional Success for Students, Teachers, and Researchers. Cambridge: Cambridge University Press.
Sternberg, R. J., y Williams, W. M. (2010). Educational psychology (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill.
Strangman, N., Meyer, A., Hall, T., y Proctor, P. (2008). New Technologies and Universal Design for Learning in the Foreign Language Classroom. En T. Berberi, E. C. Hamilton y I. M. Sutherland (Eds.), Worlds Apart? Disability and Foreign Language Learning (pp. 164-180). New Haven: Yale University Press.
Turley, M. R., y Obrzut, J. E. (2012). Neuropsychological effects of posttraumatic stress disorder in children and adolescents. Canadian Journal of School Psychology, 27, 166-182.
Wolf, L. D. (2016). The Influence of Psychological and Physical Health on Reading. En C. M. Connor (Ed). The Cognitive Development of Reading and Reading Comprehension (pp 11-119). New York: Routledge.
Woodcock, R. W., McGrew, K., y Mather, N. (2001). Woodcock–Johnson III Tests of Achievement. Itasca, IL: Riverside.
Yasik, A. E., Saigh, P. A., Oberfield, R. A., y Halamandaris, P. V. (2007). Posttraumatic Stress Disorder: Memory and Learning Performance in Children and Adolescents. Biological psychiatry, 61, 382-8.
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2020-07-28
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Diseño Universal para el Aprendizaje: un paradigma para el desarrollo de las habilidades lectoras en lenguas extranjeras a través de las redes afectivas / Universal Design for Learning: a paradigm for the development of reading skills in foreign.. (2020). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 32, 7-36. https://doi.org/10.17398/1988-8430.32.7
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