ABSTRACT
This chapter will dig deeper into the universal design for learning (UDL) idea of shifting the focus from teaching for prioritizing learning in Chile. This chapter considers the lockdown for the COVID-19 pandemic and how the classrooms have had to move to homes that has exposed inequities due to the fact that not every family and student has access to connectivity, devices, and time to dedicate to studying at home. The same challenge is faced by teachers, who have had to teach their students, as well as empower families to implement intentional and practical learning at home. The pandemic has pushed new requirements and resulted in the creation of new information technologies and connectivity. Educators had to transition from certain traditional models of “teaching” and focus on “learning”; with the chance to access various information sources, virtual or real classrooms, in real time or with the chance to access resources as the learners needed. A recent remote and online course provides teachers of more than ten Spanish-speaking countries resources for helping children and families during this pandemic; it is analyzed in the application of UDL guidelines to foster the expert learning.
