Universal Design for Learning as a Pathway to Inclusive Early Education

Rosa Arroba^*

• Universidad Politecnica Salesiana - Sede Quito, Quito, Ecuador

Universal Design for Learning (UDL) has emerged as a foundational framework that promotes accessibility, flexibility, and inclusion across diverse educational settings. Despite its international recognition, limited empirical evidence exists on its implementation in early education within Latin American contexts, particularly in Ecuador. Addressing this gap, the present study examines the knowledge, inclusive practices, perceived barriers, and resources related to UDL among educators and principals in Child Development Centers in Quito. The study aims to identify the formative and attitudinal factors that influence the willingness to implement UDL at the early education level. A quantitative, explanatory–correlational design was employed, involving a purposive sample of 300 participants (150 educators and 150 principals). Structured questionnaires measured variables such as UDL knowledge, inclusive orientation, perception of inclusion, use of technology, professional training, and work experience. Data were analyzed using descriptive statistics, Pearson correlations, and structural equation modeling (SEM) to assess the strength and direction of relationships among variables. The analysis focused on identifying the predictors that most significantly affect the disposition toward UDL implementation. Findings revealed that knowledge of UDL was the most influential factor shaping willingness to implement inclusive practices, followed by inclusive orientation and perception of inclusion, which showed smaller but positive effects. The use of technology and work experience demonstrated limited explanatory power. The SEM confirmed that attitudinal and formative dimensions accounted for modest but meaningful variance in the disposition to adopt UDL. These results underscore the critical role of continuous professional development and inclusive training in promoting effective UDL implementation among educators and principals in early education contexts. This study contributes to the growing body of literature on inclusive education by providing quantitative evidence from a Latin American perspective. It highlights the need for targeted training policies, institutional support, and resource allocation to strengthen the translation of UDL principles into daily educational practice. The findings also offer practical implications for policymakers and teacher educators seeking to advance inclusive education through sustainable UDL-based strategies, ultimately ensuring that diversity becomes an opportunity rather than a barrier to learning in early childhood education.