Accessible Teaching Practices based on Universal Design for Learning

Abstract

This article presents results of an investigation involving inclusive education with the object of study being accessible teaching practices based on the universal design for learning (UDL). The general objective was to identify, describe and understand how universal design for learning can support inclusive pedagogical practice in the final years of Elementary School. This is narrative research – qualitative, through pedagogical letters, training meetings and conversation circles. Participating teachers recognize that planning accessible classes with the learning process of students eligible for special education in mind is a challenge. DUA's educational approach enabled a new look at how to develop a teaching plan according to the needs of each student. It was found that the universal design for learning contributes to the redefinition of the way of planning accessible classes in heterogeneous classes, privileging the diversity that exists in a classroom.