The research project Universal design for learning (UDL): a pedagogical proposal to qualify teacher’s intervention in inclusive education is an innovative proposal in our context. It was undertaken at Liceo de Cervantes in Barranquilla, Colombia and developed by 6 teachers of different areas; spanish, language arts, science and math. It was applied it in three groups of third grade which made a total of sixty nine students. With wich pretends to generate pedagogical actions to make DUA a strategy that strength-hens teacher intervention in the setting of inclusive school. It is based on the study of curriculum and pedagogical proceses, and on an experiential approach to reseach in which knowledge results from a learning process of construction and interpretation of the reality. Qualitative research was implemented in order to understand and analize the phenomena that occur in the context and the relationship of participants with it. The design of this study is not experimental. The data analysis showed that within teacher’s intervention there is application of UDL principles, but not intentionally. Thus, the results also revealed there was a need for teacher’s qualification on inclusive education, especially on the UDL fundamentals, taking into account that in the context there are students with disabilities. The suggestion made for the schools was to take advantage of the resources they have and try to integrate them with principles of UDL