Universal design for learning as a strategy for the inclusion of people with invisible disabilities in higher education

Abstract

This research aimed to analyze Universal Design for Learning (UDL) as a strategy to promote the inclusion of people with invisible disabilities in higher education in Mexico. A documentary methodology with a qualitative and hermeneutic approach was used, based on the analysis of national and international regulations, specialized literature, and comparative experiences in inclusive education. The findings showed that, despite regulatory advances in physical accessibility and awareness programs, higher education institutions in Mexico continue to present significant shortcomings in serving students with invisible disabilities. These limitations were identified as being primarily due to a lack of recognition of these conditions, insufficient teacher training, and the limited implementation of curricular and pedagogical adjustments. It was also evident that universities focus their efforts on infrastructure, without generating profound changes in teaching practices or educational models, which perpetuates exclusion. It was concluded that UDL constitutes a viable pedagogical model for transforming educational environments, as it offers flexibility and multiple means of representation, action, and expression that allow for responding to student diversity. However, its implementation requires a strong institutional commitment that articulates public policies, teacher training, and pedagogical resources to ensure the real inclusion of students with invisible disabilities and comply with the principles of equity and educational justice established in the 2030 Agenda.