UNIVERSAL DESIGN FOR LEARNING AND ITS TECNOLOGIES: MULTIFORMAT /MULTISENSORY BOOKS IN INCLUSIVE EDUCATION

2019 ◽  
pp. 161-166
Author(s):  
Alessandra Lopes de Oliveira Castelini ◽  
Célia Sousa ◽  
Denise Quaresma da Silva
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Educational Context ◽  
Ministry Of Education ◽  
Educational Legislation ◽  
Scientific Exchange ◽  
Design For Learning

The article aims to give visibility to discussions on inclusion in the interdisciplinary context from the Universal Design for learning-DUA and its technologies in the actions developed under the International Project on Multiformat/ Multisensory Books from a scientific exchange between Brazil and Portugal with financial support from CAPES. The qualitative study (Martins, 2004), of a bibliographic nature with a methodological framework for reviewing the literature and the current educational legislation, including the Brazilian laws and guidelines, CF/88, LDB/96 (Brazil, 1988, 1996, 2008, 2015) , Guidelines of the Ministry of Education of Portugal- Decree-Law No. 54/2018 and international guidelines such as Unesco (1990, 1994, 2000, 2016) and UN (2015). The theoretical backing is based on the studies of Alves, Ribeiro & Simões (2013); Castelini & Quaresma da Silva (2018); Freire (1987); Gatti (2011); Nunes & Madureira (2015); Rapp (2014); Sousa (2012, 2018); Yunes (1995); and others. We found that the DUA approach and its technologies are facilitating resources for inclusion, because they promote affordable and inexpensive pedagogical practices that use different educational technologies. Actions developed in the project were socialized that allow the expansion of access to reading with more flexible and personalized approaches, making it possible to adapt them according to the educational context.

scholarly journals VALUES SUPPORTING THE SUSTAINABILITY OF INCLUSIVE EDUCATION IN DIFFERENT PRACTICES

2021 ◽  
Vol 2 ◽  
pp. 192-202
Author(s):  
Alvyra Galkiene
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Educational Practices ◽  
Scholarly Literature ◽  
The Real ◽  
Real Existence ◽  
Design For Learning ◽  
Fundamental Values

This article analyses how fundamental values underpin educational practices that have emerged in the development of society and create the preconditions for the sustainability of inclusive education. Through the analysis of the scholarly literature, the expression of inclusive values in the application of approaches to integrated, individualised inclusive education and Universal Design for Learning is analysed. It has been established that the effectiveness of inclusive education is substantiated in practices which are based on real existing inclusive values: equity, equality, communality and respect for diversity. Based on the results of the study, it is concluded that the sustainability of inclusive education coincides with the real existence of inclusive values in practice, equally applying to all students.

scholarly journals Reimagining Disability and Inclusive Education Through Universal Design for Learning

2017 ◽  
Vol 37 (2) ◽  
Author(s):  
Jan Doolittle Wilson
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
White Male ◽  
Instructional Materials ◽  
Learning Goals ◽  
Regular Classroom ◽  
Wide Range ◽  
Design For Learning

In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

Pedagogy for Inclusive Education

2017 ◽  
Author(s):  
Tim Loreman
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Pedagogical Approach ◽  
Late 20Th Century ◽  
Basic Principles ◽  
Academic Literature ◽  
Inclusive Learning ◽  
Design For Learning ◽  
Inclusive Pedagogy

A number of different pedagogical approaches have been presented as being helpful for teachers working with students in inclusive learning environments. These approaches were developed in the late 20th century and were largely derived from models of special education. Many of them are still evident in classrooms around the world today. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. Examples of inclusive approaches that align with some basic principles of inclusive pedagogy include but are not limited to Differentiated Instruction, Universal Design for Learning, and Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action framework.

Revisão Sistemática sobre Desenho Universal para a Aprendizagem entre 2010 e 2015 no Brasil

2018 ◽  
Vol 18 (4) ◽  
pp. 414 ◽  
Author(s):  
Jacqueline Lidiane de Souza Prais ◽  
Vanderley Flor da Rosa
Keyword(s):  
Systematic Review ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Field Research ◽  
Pedagogical Practices ◽  
Scientific Publications ◽  
Teaching Context ◽  
Design For Learning ◽  
Bibliographical Survey ◽  
Educational Inclusion

Para suprir as necessidades de uma prática pedagógica inclusiva, o Desenho Universal para a Aprendizagem - DUA tem representado uma possibilidade qualitativa para com as intenções e a efetivação da inclusão educacional no contexto educacional brasileiro. Portanto, esta pesquisa emergiu da seguinte questão de investigação: de que maneira o Desenho Universal para a Aprendizagem tem sido contemplado nas publicações científicas brasileiras? Para tanto, utiliza-se como metodologia de pesquisa a revisão sistemática das produções científicas brasileiras dispostas e selecionadas no banco de dados do Google Acadêmico e Portal de Periódicos da Capes, que possibilitou a análise de 23 produções. Estes estudos foram classificados e organizados em quatro categorias: (i) que apresentam resultados referentes a um levantamento bibliográfico selecionadas, (ii) que apresentam resultados referentes à pesquisa bibliográfica e propõe apresentar resultados de uma pesquisa de campo, (iii) que apresentam resultados para a construção/uso de um objeto de ensino e, (iv) que apresentam resultados referentes à pesquisa de campo, após análise da aplicação subsidiada ou o não uso do DUA. Como principal resultado e discussão, a pesquisa revela a necessidade de pesquisas que abordem a contribuição didática no campo da prática docente para inclusão educacional no contexto do ensino regular. As pesquisas também evidenciam a necessidade de formação docente para a implantação do DUA no planejamento de ensino e elaboração de atividades pedagógicas inclusivas, que contemplem o uso de recursos tecnológicos potencializando o processo de ensino e de aprendizagem.Palavras-chave: Desenho Universal para a Aprendizagem. Revisão Sistemática. Análise. Produções Científicas.AbstractTo supply the inclusive pedagogical practices necessities, the Universal Design for Learning (DUA, acronym in Portuguese for Desenho Universal da Aprendizagem) has represented a qualitative possibility in relation to the intentions, and implementation of the educational inclusion in the Brazilian educational context. Thus, this article has emerged from the following investigation question: how has the Universal Design for Learning been contemplated in the Brazilian scientific publications? For this purpose, as the research methodology, it is used the systematic review of the Brazilian scientific productions, in which 23 productions were selected in the Academic Google and in the Capes Periodical Portal. These studies were classified and organized in 4 categories: First, that presents selected results about a bibliographical survey; second, that shows results about the bibliographic research that intends to present results of a field research; third, results for construction/use of a teaching object, and fourth, results about the field research after the analysis of the subsided application with the DUA use or not. The main result and discussion of this research reveal the necessity of works that deal with the didactic contribution in the teacher’s practice field for educational inclusion in the regular teaching context. The bodies of research also highlighted that the teacher’s education for the DUA implementation, in the teaching and in the inclusive pedagogical activities, are necessary to contemplate the use of technological resources, maximizing the process of teaching and learning.Keywords: Universal Design for Learning. Systematic Review. Analysis. Scientific Productions.

Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability

2016 ◽  
Vol 86 (3) ◽  
pp. 366-389 ◽  
Author(s):  
Federico R. Waitoller ◽  
Kathleen A. King Thorius
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Culturally Sustaining Pedagogy ◽  
Cross Pollination ◽  
Interdisciplinary Dialogue ◽  
Design For Learning ◽  
Inclusive Pedagogy ◽  
Education Agenda ◽  
Language And Ethnicity

In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

2020 ◽  
pp. 002248712096552 ◽  
Author(s):  
Júlia Griful-Freixenet ◽  
Katrien Struyven ◽  
Wendelien Vantieghem
Keyword(s):  
Preservice Teachers ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Empirical Test ◽  
Self Regulation ◽  
Growth Mindset ◽  
Educational Environments ◽  
Design For Learning

Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.

Using Universal Design for Learning as a Lens to Rethink Graduate Education Pedagogical Practices

2021 ◽  
pp. 168-187
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Graduate Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Pedagogical Practices ◽  
Design For Learning ◽  
Inclusive Pedagogy ◽  
The Many

Universal design for learning has gained interest from the higher education sector over the last decade. It is a promising approach to inclusion that allows instructor to design for optimal flexibility so as to address the needs of all diverse learners. Most implementation efforts, however, have concentrated on undergraduate education. The presumption is that graduate students have developed the necessary skills to perform, by the time of their admission into the graduate sector. It is also assumed, somehow, that the graduate population is homogeneous, rather than diverse, even if the literature does not support such assertions. Inclusive pedagogy therefore does not seem currently to be a priority in graduate education. This chapter will debunk these myths and highlight the numerous challenges graduate education faces, as a sector, with regards to the inclusion of diverse learners. It will then showcase the many ways universal design for learning is pertinent and effective in tackling these challenges.

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