Prática pedagógica inclusiva na perspectiva da acessibilidade e do Desenho Universal para Aprendizagem

Abstract

This article falls within the area of knowledge and teaching modality of Special Education from the perspective of inclusion policy. It aims to present and discuss a pedagogical experience carried out in a multifunctional resource room, developed based on accessibility guidelines for students with disabilities, based on the principles and guidelines of the international theme Universal Design for Learning. The qualitative research approach was adopted as a methodology, with emphasis on the case study. The work originated from the creation of a physical board pedagogical game for handling and interaction with a group of students from two public schools in the state of Rio de Janeiro. As a data analysis procedure, a table was constructed, with guidelines based on the analysis points of the Universal Design for Learning, to discuss the evaluation parameters and the teaching strategies adopted. The results mainly point to the conditions and possibilities for achieving actions aimed at accessibility in pedagogical practices, through learning strategies and teaching mediation, considering cognitive plurality and the right to educational participation. This provides the understanding of a diverse educational body that is constantly mobilizing knowledge.