Implementación del Diseño Universal para el Aprendizaje en Educación Física: Estrategias inclusivas innovadoras

The Universal Design for Learning proposes transforming Physical Education into an inclusive and equitable practice; however, its application faces formative, conceptual, and institutional challenges that limit its implementation. The objective of this research was to analyze the perceptions of Physical Education teachers regarding the implementation of UDL as an inclusive approach. Using an interpretative qualitative approach, 13 teachers from the city of Quito were interviewed. Through inductive thematic analysis, patterns were identified regarding their understanding, strategies, and the conditions surrounding UDL. The results indicate that teachers value UDL, although their understanding remains partial. They develop intuitive inclusive strategies aligned with the approach, yet face structural barriers that hinder its systematic implementation in Physical Education. It is concluded that UDL implementation depends on teacher commitment, but also on clear institutional policies. Training processes, adequate resources, and school conditions are required to support effective inclusion through pedagogical design.