Análisis metodológico del diseño universal para el aprendizaje bajo el paradigma de la neurodiversidad y su evidencia empírica

This research critically analyzes universal design for learning within the framework of inclusive education, evaluating its theoretical foundations, practical application, and the robustness of the empirical evidence supporting it. Using a qualitative documentary approach, a systematic review of scientific literature published between 2008 and 2026 was conducted, selected under strict criteria of methodological rigor. The results indicate that, although this design is presented as an innovative pedagogical framework for addressing neurodiversity, limitations in the validation of its effectiveness and inconsistencies in its execution in real-world settings persist. Furthermore, tensions were identified between its theory and derived practices, raising questions about the feasibility of a standardized implementation. In conclusion, universal design for learning is a relevant proposal for inclusion, but it requires further scientific evidence and methodological clarity to consolidate itself as a robust model that can be effectively applied across diverse educational contexts.