Inclusive education as an approach, as well as the application of Universal Design for Learning (UDL), has been widely studied in the academic literature in recent years. This paper, in the form of an essay, seeks to contribute to reflection on various aspects that unite both issues, focusing attention on the importance of contextualizing our educational practices for all students. For this reason, this article describes the concept of Universal Design for Contextualized Learning (UDCL) as a way to develop programming and implement learning experiences that respond to students’ realities, taking into account the diversity that characterizes each classroom. Finally, it concludes with the need to provide more resources, spaces, and time for teacher training and professional development in order to move towards contextualized educational practices, having as reference aligned to the principles of UDL. This implies expanding the focus of inclusion to other groups of students at risk of exclusion due to their personal, social, and cultural backgrounds, putting into practice the principles and strategies proposed by UDL and, with this, going beyond the focus on students with special educational needs and/or disabilities.

Universal design for learning; Inclusion; Diversity; Context; Education.