UNIVERSAL DESIGN FOR LEARNING TO SUPPORT TEACHING PRACTICE INVOLVING SPECIAL EDUCATION FROM AN INCLUSIVE PERSPECTIVE: AN INTEGRATIVE REVIEWABSTRACT
Considering that the Agenda 2030 aims at inclusive and equitable education, this article points to the Universal Design for Learning (UDL) as a support for inclusive teaching practices that also involve Special Education. The objective was to present and discuss, in light of the studies of the research group coordinated by the author, a reflective synthesis of the knowledge produced, between 2018 and 2022, about UDL and inclusive education. Methodologically, the option was for an integrative review based on the survey of research in two international databases (Taylor & Francis and Science Direct) and two national databases (Scientific Electronic Library Online - SciELO and Biblioteca Digital Brasileira de Teses e Dissertações - BDTD), using the descriptors: universal design for learning, inclusive education, special education, teacher education, classroom practice. The discussion of findings was organized into three axes: the complexity of inclusive education, from conceptions to teaching practices; the emergence of the topic of teacher self-perception regarding inclusive practice; and the relevance of UDL as support for inclusive teaching practice. There is also criticism of the reduction of UDL to students eligible for Special Education. If, historically, it started with cases of inclusion of students with disabilities, currently, its proponents seek periodic reviews of its guidelines to better serve inclusive and equitable education.
KEYWORDS:
Special Education; Inclusive education; Universal Design for Learning; Teaching practice; Integrative review