Desenho universal para a aprendizagem e as tecnologias digitais de informação e comunicação

contribuições para a educação inclusiva

Abstract

Inclusive education aims to universalize education, ensuring the right to enroll in regular education and the equalization of learning opportunities for all students. Based on this premise, the education of students with disabilities raises concerns about offering education that respects individualities and contributes to the appropriation of knowledge. Therefore, how can we develop inclusive pedagogical practices that favor the teaching and learning process of as many students as possible? This study aims to identify the contributions of Universal Design for Learning (DUA) and the use of Digital Information and Communication Technologies (TDICs) as enhancers in the schooling process of all students, aiming to provide curricular accessibility and the inclusion of students with disabilities in the educational context. This is a qualitative, bibliographical study, with theoretical input from authors such as Nunes and Madureira (2015), Moran (2012), Zerbato and Mendes (2018), Böck (2019), Prais (2020), Cenci and Bastos (2022), Bassani and Magnus (2021), Oliveira e Silva (2022), Mendoza and Gonçalves (2023), among others. We found that the DUA's educational approach, combined with the use of TDICs in the teaching and learning process, allows access to the curriculum, identification and removal of barriers that limit learning, helping in the planning and use of diversified pedagogical strategies that are accessible to everyone the students, contributing to inclusive education.