The Universal Design paradigm has been applied in education over the last decades using different approaches: Universal Design for Learning (CAST, 2011; Rose y Meyer, 2000, 2002, 2005), Universal Instructional Design (Bryson, 2003; Silver, et al., 1998), Universal Design for Instruction (Roberts et al., 2011; Scott, et al., 2001), Universal Design in Education (Burgstahler, 2007). Despite the fact these approaches differ in the description of the concept and the number of principles, all of them have a primary goal. They provide full participation of all students, including those with disabilities, in the teaching-learning process (curriculum, methods and assessments). The aim is to include, and teach, a more diverse student population. This article describes and summarizes the different approaches used, as a tool for the educational community and their teaching. In this way, each principle is described with the same structure. First, we present the concept with its definition and its center or institution and, secondly, we describe the principles with the main features and application areas. Finally, as a summary, we present a table with the approaches and their main publications.

Universal design, Learning, Instruction, Inclusive education, Disability