The purpose of the research is the design of a didactic booklet translated into Wayuunaiki with biology practices using easily accessible resources for students of an indigenous boarding school in Alta Guajira, Colombia. An investigation based on the interpretive paradigm was carried out with a descriptive qualitative approach. An interview with the biology teacher of the institution was used as a data collection technique. The information obtained from the teacher was useful for the design of the primer, which is based on the principles and guidelines proposed by the Universal Design for Learning, taking into account the diversity of the students, guaranteeing greater opportunities for access to the ethno-educational process and promoting the preservation of their first language. Likewise, the analysis of the data was done through the systematization of the study categories. The results show that Universal Design for Learning offers ample didactic options applicable to biology teaching, accessible to all and adjusting to the needs and learning styles of diverse communities, thus favoring inclusive education.

Access to education; Teaching; Ethnic group; Inclusion; Biology.