Impact of Innovative UDL and IEP Strategies on the Development of Cognitive and Socio-Emotional Skills in Preparatory Education Children
DOI:
https://doi.org/10.63618/omd/ssjm/v4/n2/68Keywords:
UDL, IEP, inclusive education, cognitive skills, socio-emotional skillsAbstract
Educational inclusion in Preparatory Education requires strategies that respond to diversity and strengthen children’s holistic development. This study analyzed the impact of innovative UDL and IEP strategies on the development of cognitive and socio-emotional skills in Preparatory Education children. A qualitative documentary review was conducted, using a non-experimental design and an adapted PRISMA approach, through the selection of 15 studies published between 2021 and 2026. The findings showed that UDL promotes flexible teaching, participation, and access to learning, while IEP supports the definition of reasonable accommodations according to specific needs. It is concluded that both approaches, when applied in an articulated way, strengthen pedagogical inclusion, meaningful learning, self-regulation, social interaction, and children’s well-being, although their impact depends on the quality of teacher planning and institutional follow-up.
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Copyright (c) 2026 Chacha-Carreño, Amarilis del Cisne, Alvarado-Tanguila, Martha Lourdes, Armijos-Gonzalez, Franklin Manuel, Licuy-Grefa, Piedad Amada, Vargas-Arteaga, Olga Brigette (Autor/a)
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