<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100212</article-id>
<article-id pub-id-type="doi">10.5902/198468667006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenho Universal para Aprendizagem e a inclusão de estudantes com deficiência intelectual: uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Universal Design for Learning and intellectual disability student&#8217;s inclusion: a systematic review]]></article-title>
<article-title xml:lang="es"><![CDATA[Diseño universal para el aprendizaje y la inclusión de estudiantes con discapacidad intelectual: una revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pieczarka]]></surname>
<given-names><![CDATA[Thiciane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdivieso]]></surname>
<given-names><![CDATA[Tiago Veiga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Estadual de Educação  ]]></institution>
<addr-line><![CDATA[curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Saúde  ]]></institution>
<addr-line><![CDATA[São José dos Pinhais PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa discute aspectos para acessibilidade curricular para estudantes público-alvo da Educação Especial, e objetivainvestigar a utilização do Desenho Universal para Aprendizagem(DUA) como estratégia de diferenciação curricular para inclusão escolar daqueles com deficiência intelectual (DI). Para isso, foi realizada uma revisão sistemática da literatura dos últimos cinco anos, nas bases ERIC, Redalyc, Dialnet, Portal de Periódicos da Capes e Scielo, utilizando como descritores: &#8220;universal design for learning&#8221; e &#8220;intellectualdisability&#8221; em inglês, espanhol e português. Abusca se deteve a estudos empíricos na educação formal e com incidência no currículo do ensino fundamental e médio que apresentam conexão entre DUA e DI. Foram identificados 128 estudos que, após triagem, resultaram em quatro artigos científicos, que foram analisados em seu desenho metodológico, temático e na correlação com a teoria do DUA. Dois estudos apresentaram apenas menção ao desenho universal para aprendizagem, um deles descreveu sua utilização dentro de um modelo estruturado de avaliação baseada em evidências, e outro estudo aplicou as diretrizes do DUA na prática curricular com o público-alvo. Foi possível notar contribuições do DUA para as estratégias pedagógicas que favoreçam o acesso ao currículo de estudantes com DI,principalmente com o uso da tecnologia e a possibilidade que ela traz das múltiplas linguagens e autorregulação. No entanto se mantém um número reduzido de pesquisas empíricas com o uso de DUA. Considera-se a necessidade de pesquisas futuras com o DUA no planejamento docente e na totalidade do desenho do currículo comum considerando a diversidade escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research discusses aspects of the curricular accessibility for special education students and aimed to investigate the use of the Universal Design for Learning (UDL) as a curricular differentiation strategy for the school inclusion of students with intellectual disabilities (ID). For this, a systematic review of the literature of the last five years was carried out at ERIC, Redalyc, Dialnet, Portal de Periódicos da Capes, and Scielo databases, using as descriptors: &#8220;universal design for learning&#8221; and &#8220;intellectual disability&#8221; in English, Spanish and Portuguese. The search focused on empirical studies that show a connection between UDL and ID in formal education centered on the curriculum of elementary and secondary education. 128 studies were identified that, after screening, resulted in four articles included in this review which were analyzed in their methodological and thematic design and in their correlation with the UDL theory. Two studies only mentioned the UDL, one of them described its use within a structured evidence-based assessment model, and another study applied the UDL guidelines in curriculum practice with ID students. It was possible to notice UDL contributions to the pedagogical strategies that favor the access to the curriculum of students with ID, with the use of technology and the possibility it brings of multiple languages and self-regulation. Nonetheless there is still a small number of empirical research with the use of UDL. Future research should consider the use of UDL in teacher planning and in the overall design of the school curriculum considering school diversity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación discute aspectos de accesibilidad curricular para los estudiantes de Educación Especial y busca investigar el uso del Diseño Universal para el Aprendizaje (DUA) como estrategia de diferenciación curricular para la inclusión escolar de aquellos con deficiencias intelectuales (DI). Para ello, se llevó a cabo una revisión bibliográfica sistemática de los últimos cinco años, en el Portal de Revistas ERIC, Redalyc, Dialnet, Capes y Scielo, utilizando como descriptores: &#8220;universal designforlearning&#8221; y &#8220;intellectualdisability&#8221; en inglés, español y portugués.La búsqueda se centró en estudios empíricos en educación formal y en el currículo de educación primaria y secundaria que muestran una conexión entre DUA y DI. Se identificaron un total de 128 estudios que, luego del cribado, dieron como resultado cuatro artículos científicos, los cuales fueron analizados en su diseño metodológico y temático y en su correlación con la teoría DUA.Dos estudios sólo mencionaron el DUA, uno de ellos describió su uso dentro de un modelo de evaluación estructurado basado en evidencia, y otro estudio aplicó las pautas del DUA en la práctica curricular con los estudiantes. Se pudo notar aportes de la DUA a las estrategias pedagógicas que favorecen el acceso al currículo de los estudiantes con DI, principalmente con el uso de la tecnología y la posibilidad que trae de múltiples lenguajes y autorregulación. Sin embargo aún hay un pequeño número de investigaciones empíricas con el uso de DUA. Se considera la necesidad de futuras investigaciones con el DUA en la planificación docente y en el diseño general del currículo común considerando la diversidad escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[processo de ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação escolar básica]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[educational practices]]></kwd>
<kwd lng="en"><![CDATA[elementary secondary education]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[proceso de enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación escolar básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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