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espanolEste articulo desarrolla una propuesta teorica consistente en la comprension del diseno universal para el aprendizaje (DUA), propuesto por Meyer, Rose y Gordon (2014), como la planificacion de un sistema de apoyos. Se justifica la necesidad de esta vinculacion a partir de la importancia de que la planificacion curricular logre responder efectivamente a las necesidades de todos los estudiantes del aula, comprendiendo estudiantes con y sin discapacidad. Si bien el DUA cuenta con amplio desarrollo conceptual y orientaciones metodologicas sobre su implementacion, no se especifica en su formulacion como se incorporan, teorica ni metodologicamente, las necesidades de los estudiantes en su planificacion. Se propone vincular el DUA con el paradigma de apoyos, especificamente, mediante la comprension de este como un sistema de apoyos para el aprendizaje, lo que trae consigo la crucial incorporacion del constructo necesidades de apoyo. Este constructo ya es ampliamente utilizado en el ambito de la discapacidad y, como constructo psicologico, dispone de avances psicometricos y metodologicos que permiten su evaluacion. Finalmente, se justifica la necesidad de desarrollar un instrumento que evalue las necesidades de apoyo, especificamente para el aprendizaje, que permita atender, desde la planificacion del DUA, a las necesidades de todos y todas las estudiantes. EnglishThis article develops a theoretical proposal that consists in the understanding of the universal design for learning (UDL), proposed by Meyer, Rose and Gordon (2014), as the planning of a support system. The need for this link is justified based on the importance of curricular planning effectively responding to the needs of all students in the classroom, including students with and without disabilities. Although the UDL has broad conceptual development and methodological guidelines about its implementation, it is not specified in its formulation how the needs of students are incorporated theoretically or methodologically into its planning. It is proposed to link the UDL with the support paradigm, specifically, by understanding it as a support system for learning. This formulation brings with it the crucial incorporation of the support needs construct. This construct is already widely used in the field of disability and, as a psychological construct, it has psychometric and methodological advances that allow its evaluation. Finally, the need to develop an instrument that assesses the needs of support, specifically for learning, that allows to attend, from the planning of the UDL, to the needs of all and all students is justified.

Comprendiendo el Diseño Universal desde el Paradigma de Apoyos: DUA como un Sistema de Apoyos para el Aprendizaje