Resumo

DE SOUZA PRAIS, Jacqueline Lidiane; STEIN, Jorama de Quadros  e  VITALIANO, Célia Regina. Universal design for learning in promotion of inclusive education: a systematic review. Rev. Exitus [online]. 2020, vol.10, e020091.  Epub 30-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id1268.

To promote inclusive pedagogical practices, the Universal Design for Learning (UDL) has been referred to as a proposal that highlights guiding principles for teaching planning that aims to meet students' learning needs. This study aimed to characterize the application of UDL in order to favor the process of inclusion of students with special educational needs (SEN) from a bibliographic research in English language productions. To this end, the systematic review steps were employed by searching for the terms “Universal Design for Learning” and “inclusion” in the Portal for Journals of Higher Education (Capes), Educational Resources Information Center (ERIC) and Scientific Electronic Library Online (SciELO). The survey resulted in 31 academic productions on the subject. After exhaustive reading of the works, the data were organized into five categories: 1) theoretical and methodological contributions of the UDL to inclusive education; 2) Use of technological resources subsidized by UDL; 3) Teacher education based on UDL´s principles; 4) Inclusion process of students with SEN based on UDL propositions; 5) Implementation of UDL in the organization of pedagogical practice and in the teaching of specific curricular contents. This research made it possible to characterize the possible ways of implementing of the UDL in promoting inclusive education from teacher education to inclusive pedagogical practice. In addition, it made it possible to ratify the potentialities of the UDL as a didactic proposal that favors access to learning for all students.

Palavras-chave : Universal Design for Learning; Inclusive education; Analysis; Scientific productions.

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