Resumo

RIBEIRO, Glaucia Roxo de Pádua Souza  e  AMATO, Cibelle Albuquerque de la Higuera. Analysis on the use of universal design for learning. Cad. Pós-Grad. Distúrb. Desenvolv. [online]. 2018, vol.18, n.2, pp. 125-151. ISSN 1519-0307.  http://dx.doi.org/10.5935/cadernosdisturbios.v18n2p125-151.

Universal Design for learning (UDL) is an approach that aims to minimize the methodological learning walls, making the curriculum accessible to all students with or without disability, as it enables the use of various means of content representation, execution and task involvement. The purpose of this study was to revise he literature and verify which curriculum components (goals, method, material and evaluation) that when made flexible have a positive impact on the students learning process. The questions that guided this study were: What are recent educational practices based on UDL? What is the impact of this knowledge on Brazilian educational practice? Considering the proposed selection criteria, 35 articles were select from three data bases. The results were organized into tables and content analysis and category selection were performed. The category that emerged was the use of technology associated which the UDL guidelines. Most of the studies were performed in the USA (20) and when the method was flexible, associating it with technology, all the students, including those with mental disability, were able to learn. The conclusion is that these studies have shown that UDL when used in higher education (undergraduate program) associated to online education ensures students learning, as it favors the development of autonomous and independent behavior, making the students self-regulate.

Palavras-chave : Mainstreaming; Curriculum; Disabled Persons; Universal design for learning; Special Education.

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