Executive functions in universal design for learning: moving towards inclusive education. International Journal of Inclusive Education

… The opposite of doing that, as González (2013, 23) points out, summarising Rose and Meyer’s (2002) approach, would mean that we are keeping barriers that magnify students’ executive difficulties in the classroom just as the lack of access ramps magnifies the disability of wheelchair users. There is, however, a common core to EFs, the control ability that they perform either on their own or interlinked, whether it is self-directed or not, in an individual’s cognitive, behavioural and affective realm (Zelazo 2004; Dawson and Guarre 2010), within the context of wide or multi-tasking performances (Bombín et al. 2014). Therefore, metacognition plays a fundamental role in those processes that in turn, shall be accompanied by motivation (Moraine 2014). …