DUA

UV-SFPIE_PID-2079243

SUMMARY

The Spanish University has one of its focuses on the development of employability and career development of graduates. To this end, ANECA (2021) published a framework for the self-assessment of universities in terms of promoting employability, which highlighted the need to continue advancing. In its self-assessment guide, some priority lines of action and specific objectives are established that refer to the profile of the students, their orientation and intermediation with employment. The INITIAL PID 2021-2022 project, which continues with this new request, focused on the first block (“Definition and achievement of the graduation profile”) and on the first area (“area 1.2. Teaching-learning process involved in the achievement of an adequate graduation profile”; “1.2.1. Development and updating of teaching-learning processes and methods”). To this end, the adaptation of the EAS method as a teaching methodology was carried out in the subject of 'Conflict and Negotiation Techniques' of the Degree in Labor Relations and Human Resources of the Faculty of Social Sciences. In this way, the GCL+ method (Positive Management of Labor Conflict) was created. This design combined training in technical skills related to conflict and negotiation in organizations through a methodology that enhances the development of transversal skills that make up employability. The next step proposed in this innovation project is to innovate by incorporating the principles of educational inclusion based on the Universal Design for Learning-UDA approach (CAST, 2011). This objective responds to the need raised by the LOMLOE (2020), which in its preamble establishes the DUA between the principles and purposes of education. Furthermore, incorporating this methodology at the University contributes to raising awareness among university students of the need to create environments that are respectful of human diversity and to ensuring that future professionals introduce UDL into their practices (VVAA, 2006). To do this, we will collect, among others, the material prepared by the Conselleria d'Educació, Cultura i Esport of the Generalitat Valenciana (e.g. 2020, 2021) and we will follow the basic principles of the Center for Applied Special Technology (CAST, 2018), that is : a) provide multiple forms of motivation and commitment; b) guarantee multiple forms of representation; and c) provide multiple forms of action and expression. In this sense, numerous guides (CEFIRE Inclusive Education, 2020) and authors (Alba, 2019; Díez and Sánchez, 2015; Palmer and Caputo, 2002, p.e.) advocate a universal design to achieve accessible and quality education in all educational stages. In this way, we highlight that we understand training action as attention to diversity that, from a rights-based approach, guarantees equity and equal opportunities in compliance with quality education (Sustainable Development Goal No. 4).