Universal design for learning as a strategy for school inclusion

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.

Keywords: special education, universal design for learning, school inclusion.