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In the face of inclusive education, this article proposes determining the effect of a pedagogical and didactic proposal mediated by the principles and guidelines of the Universal Design for Learning (UDL), to promote and strengthen oral comprehension in blind and seeing students from the school OEA IED, B campus. From a qualitative perspective of action-pedagogical research, this study examines the effect of the pedagogical proposal designed based on the Natural Sciences and Environmental Education Guidelines, around the topic of “Animals.” Five interactions were performed based on the principles of UDL, which correspond to: multiple forms of representation, expression and implication, guiding students through the experience of each activity, from a perspective of multi-sensory perception. The study was carried out with 32 seeing students and one blind student from course 102. The initial survey revealed evidence of difficulties in literal and inferential oral comprehension. After the implementation of the proposal, the final questionnaire showed significant progress in the comprehension processes for all students and especially for the congenitally blind student. As a result, the importance of inclusive education is confirmed, with emphasis on the blind student who, due to his disability, requires additional support to guarantee access to information and learning in terms of comprehension, enabling experiences in different curricular areas for all students and promoting collaborative learning.

Una propuesta incluyente, hacia la comprensión oral de estudiantes ciegos y videntes