UNIVERSAL DESIGN FOR LEARNING: An approach of possibilities in Inclusive Education

uma abordagem de possibilidades na Educação Inclusiva

Abstract

This research, of a bibliographic and qualitative nature, proposes a discussion based on contemporary authors, such as Sebastián-Heredero (2020), Wiedemann et al. (2020) and Zerbato and Mendes (2018), seeking to analyze the possibilities of implementing the Universal Design for Learning (UDL) approach, in order to contribute to the teaching and learning process of Target Audience students for Special Education (PAEE) in Elementary Education. The study and analysis of the bibliographic materials used were based on the perspective of Historical-Cultural Theory, which argues that every child can learn if they have adequate mediation that favors their development. As a documentary contribution, we selected the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) of 2008, which guarantees the right of access to education for PAEE students and Brazilian Inclusion Law (LBI) of 2015. Even though the LBI addresses the use of universal design in architecture and urbanism, it is possible to follow the same principles for education from an inclusive perspective, with the applicability of flexible materials, techniques and different strategies, which can be used by all people, universalizing the learning process and making it more accessible. Thus, the main results of the research identify that the use of UDL in Elementary Education is a possible proposal for the much-desired inclusive education that benefits all students, both PAEE students and other students present in the school context.