Inclusive pedagogical practices in secondary education from the perspective of Universal Design for Learning

• Grant number: 25/05837-3
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: May 01, 2025
• End date: April 30, 2028
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Vera Lucia Messias Fialho Capellini
• Grantee: Tacielle Costa Domingues
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil
• Associated research grant: 24/01132-2 - Multidisciplinary Center for the Development of Assistive Technology (MCDAT), AP.CCD

Abstract

The school inclusion requires transformations in education systems that include, among other aspects, teacher training to propose pedagogical practices designed for teaching and consequent successful learning for all students. In general, teaching for students with some kind of disability, inserted in the context of the regular classroom, is still thought of specifically through accommodations, individualized adaptations of the curriculum and flexibilities. Universal Design for Learning, on the other hand, points out how to create means for the development of strategies for accessibility for all students, both in physical terms and in terms of services, resources and educational solutions, so that they can learn without barriers (CAST, 2003). Considering the difficulty that teachers have in teaching students from the target audience of Special Education in regular classes, the objective of this research project is to identify, describe and analyze, from the perspective of Universal Design for Learning, universal inclusive practices developed by high school teachers before and after participating in a continuing education and collaborative consulting program related to equity and inclusion. The focus of the study will be high school, taking into account two aspects: the still very small number of studies on the subject of this study at this stage of schooling, and the number of students from the target audience of Special Education who have reached this level of education; however, it is noted that dropout rates are very high due to the barriers encountered in completing high school (ROSA, 2019).