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The incorporation of Universal Design for Learning (UDL) into Spanish educational legislation as a framework for addressing student diversity has been met with criticism. Three main objections can be identified. Firstly, the lack of evidence supporting its neuroscientific basis. Secondly, the scarcity of empirical data to demonstrate its efficacy for improving learning. Thirdly, the difficulty in operationalizing and implementing its framework in practice. Based on a thorough review of key literature on UDL, this paper delves into and discusses these limitations considering the theoretical and practical foundations of the model. Furthermore, research directions are pointed out to advance its development, exploring its potential as a framework for identifying barriers for learning in lesson plans. [ABSTRACT FROM AUTHOR]

The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]