Resumen

AGOSTINI, Adriana de Jesus Arroio  y  RENDERS, Elizabete Cristina Costa. TEACHER EDUCATION FROM INCLUDING PRACTICES AND UNIVERSAL DESIGN FOR LEARNING. Práx. Educ. [online]. 2021, vol.17, n.46, pp.488-505.  Epub 24-Dic-2021. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i46.8759.

This article presents the results of a master's research in education that calls into question teacher training in the field of inclusive education. Part of the following investigative question: What are the contributions of Universal Design for Learning (UDL) to continuing teacher education for special and inclusive education practices? With a qualitative approach, through a method that combined narrative research and development research, the objective was to analyze how the principles of UDL, applied to teacher training, can contribute to inclusive practices in school. Six teachers participating in the research participated in the initial years of elementary school in a public school in the region of ABCD in São Paulo. The results showed the importance of training based on the daily practices of teachers, valuing their knowledge and actions in conjunction with new theoretical knowledge (in this case, the UDL) to support the analysis and reflections on teaching practices in the context of special education in inclusive perspective. Research grant #2017/20862-8, São Paulo Research Foundation (FAPESP).

Palabras clave : Universal design for learning; teacher professional development; inclusive teaching practices..

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