Abstract

Based on the growing interest in the contribution of universal design for learning, this research proposed to examine to what extent the components of the curriculum planned from this approach contribute to curricular accessibility and flexibility. A systematic literature review was conducted for the period 2014-2019 in the Web of Science, ERIC, Scopus and ProQuest Central databases. The results show that ensuring accessibility requires the application of universal design for learning with a harmonious use of all its principles in each of the curriculum components, with special emphasis on facilitating the expression of strategic learning for problem solving. It is discussed how curriculum redesign from this perspective offers new support options for student learning that favours the use of multimodal semiotic resources