Resumo

OLIVEIRA, Amália Rebouças de Paiva e; MUNSTER, Mey de Abreu van  e  GONCALVES, Adriana Garcia. Universal Design for Learning and Inclusive Education: a Systematic Review in the International Literature. Rev. bras. educ. espec. [online]. 2019, vol.25, n.4, pp.675-690.  Epub 11-Out-2019. ISSN 1980-5470.  https://doi.org/10.1590/s1413-65382519000400009.

This study carried out a systematic review of the literature guided by the following research question: How have the empirical research based on the principles of Universal Design for Learning - UDL influenced the inclusion of the Specialized Educational Service Teacher - SEST in the international literature? The general objective was to map and analyze the international empirical research involving the UDL interface and inclusion. To do so, the research was carried out in the journal database of the Coordination for the Improvement of Higher Education Personnel - CAPES and the descriptors used were "universal design for learning" and "inclusion". As a selection criterion, it was established that only papers published in English language would be analyzed in peer-reviewed journals; in addition, for analysis, it was necessary that the paper reported an empirical research. Thus, 44 papers were initially found, and after the application of the criteria, seven were analyzed. The results show that most of the published works have theoretical conceptions about the subject, but without the realization of an applied research. The few empirical studies found are centered around questionnaires and interviews, as well as teacher training. It is concluded that the need for research that directly apply the principles proposed by the UDL emerges, so that it is possible to analyze the effects of the application of the UDL in the inclusion of all students in the school.

Palavras-chave : Special Education; Systematic review; Universal Design for Learning; Inclusion.

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