Remote teaching in the perspective of universal design for learning: a study on special education practices in cities of the Greater São Paulo region during the COVID 19 pandemic

• Grant number: 20/07712-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): September 01, 2020
• Effective date (End): August 31, 2021
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Elizabete Cristina Costa Renders
• Grantee: Ana Carolina Bresciani Valverde
• Host Institution: Pró-Reitoria de Pós-Graduação e Pesquisa. Universidade Municipal de São Caetano do Sul (USCS). São Caetano do Sul , SP, Brazil

Abstract

This Project is based on the paradigm of inclusion and, facing the moment of social distancing caused by the new coronavirus, is asking: How can the Universal Design for Learning support the practices of inclusive special education in times of social isolation caused by COVID 19? Its object is to study the inclusive experiences in progress in remote education promoted by schools located in the region of great ABC in São Paulo. The general objective is to bring the principles of UDL closer to the curricular planning of teachers working in remote education in times of social isolation. Specific objectives are: 1. Collect data on remote inclusive special education; 2. Analyze the problems presented and seek solutions with the application of UDL principles in the activities planned for remote education; 3. Develop a tutorial on applying UDL principles in remote education. The hypothesis of this research is that universal design for learning (CAST, 2018) can improve remote inclusive pedagogical practices, considering that it corresponds to a flexible and inclusive curriculum approach. Regarding the method, this project is characterized as an empirical investigation, based on the strategies of a development research (analysis, evaluation and validation), based on Design Based Research (DBR). It will be used an applied research of interventionist character, in which scientific interests will be directed to the remote inclusive pedagogical experience. Among the expected results, we highlight the projection, based on the principles of UDL, of a tutorial whose purpose will be to support teachers in the process of building inclusive pedagogical practices in the face of remote teaching. (AU)