<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000200147</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.222.04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenho universal para a aprendizagem como estrat&#233;gia de inclus&#227;o escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Universal design for learning as a strategy for school inclusion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zerbato]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Enicéia Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>147</fpage>
<lpage>155</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000200147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  A filosofia de inclus&#227;o escolar pressup&#245;e que n&#227;o s&#243; o acesso, mas a perman&#234;ncia, participa&#231;&#227;o e a aprendizagem dos alunos p&#250;blico-alvo da Educa&#231;&#227;o Especial sejam garantidas. Uma das propostas usuais tem sido a de prover adapta&#231;&#245;es ou flexibiliza&#231;&#245;es no ensino, aplicadas exclusivamente para esses alunos. Todavia, tais pr&#225;ticas demandam trabalho duplo, tanto no planejamento quanto na execu&#231;&#227;o do ensino. E haveria uma forma melhor de ensinar em classes heterog&#234;neas? O presente trabalho visou apresentar uma discuss&#227;o te&#243;rica sobre a proposta do Desenho Universal para a Aprendizagem (DUA), a fim de adequar o ensino, com vistas a ampliar a participa&#231;&#227;o e a aprendizagem de todos e reduzir a necessidade de adequa&#231;&#245;es personalizadas custosas que dificultam as pr&#225;ticas inclusivas do professor da classe comum. Espera-se que a reflex&#227;o apresentada seja apenas o despertar para uma discuss&#227;o aprofundada entre profissionais da educa&#231;&#227;o comum e especial sobre pr&#225;ticas pedag&#243;gicas mais acess&#237;veis na perspectiva da inclus&#227;o escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The philosophy of school inclusion implies that not only the access but also the permanence, participation and learning of students from the target audience of Special Education be guaranteed - one of the usual proposals being the provision of adaptations or flexibilizations in the learning process applied exclusively to students with special needs. On the other hand, such practice demands twice as much work, both in the planning and the execution of classes. Is there a better way to teach heterogeneous groups? This paper aims at presenting a theoretic discussion about the proposition of Universal Design for Learning (UDL), adapting teaching to amplify the participation and learning of all, lowering the need of expensive personalized adaptations, which make inclusive practices difficult for the teacher and the common group of students. It is expected the presented critical reflection to be only the awakening for a deepened discussion between professionals from both common and special education regarding the pedagogical practices in the perspective of school inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Desenho Universal para a Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Universal Design for Learning]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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