Publicação
Universal Design for Learning applied to the promotion of inclusive education: a systematic review
| Resumo: | The aim of this article was to analyze the application of the Universal Design for Learning (UDL) in the promotion of inclusive education through a systematic review of Brazilian scientific production. For this, it carried out a search in several scientific sites that resulted in the identification of 24 academic productions on the subject. The exhaustive reading of the analyzed works allowed the organization of the data of analysis in five categories: 1) preparation of didactic material, 2) initial and/or continuous teacher training, 3) education planning, 4) articulation with another concept and 5) pedagogical practice. The developed analyze evidenced the nature of the scientific productions that address the perspective of the UDL in the context of educational inclusion. Furthermore, the results provided theoretical and practical support for the understanding of the possibilities of implementation of the UDL to favor the improvement of inclusive education in the different levels and modalities of teaching. |
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| Autores principais: | Vitaliano, Célia Regina |
| Outros Autores: | Prais, Jacqueline Lidiane de Souza; Santos, Katiane Pereira dos |
| Assunto: | Inclusão educacional Prática pedagógica Desenho Universal para a Aprendizagem (DUA) Educational inclusion Pedagogical practice Universal Design for Learning |
| Ano: | 2019 |
| País: | Brasil |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | IBICT |
| Idioma: | português |
| Origem: | Oasisbr |
| Resumo: | The aim of this article was to analyze the application of the Universal Design for Learning (UDL) in the promotion of inclusive education through a systematic review of Brazilian scientific production. For this, it carried out a search in several scientific sites that resulted in the identification of 24 academic productions on the subject. The exhaustive reading of the analyzed works allowed the organization of the data of analysis in five categories: 1) preparation of didactic material, 2) initial and/or continuous teacher training, 3) education planning, 4) articulation with another concept and 5) pedagogical practice. The developed analyze evidenced the nature of the scientific productions that address the perspective of the UDL in the context of educational inclusion. Furthermore, the results provided theoretical and practical support for the understanding of the possibilities of implementation of the UDL to favor the improvement of inclusive education in the different levels and modalities of teaching. |
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Atividades financiadas
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