Structuring class plans with universal design for learning (UDL) principles: contribution to inclusive education

Abstract

This article presents a theoretical discussion about planning and developing a class plan model based on the Universal Design for Learning (UDL) Principles and Guidelines, an educational approach that aims to eliminate barriers to learning for all students. The questioning started from the doubt whether it would be possible for a teacher, having access to the guidelines on UDL principles contained in the UDL framework of the Center for Applied Special Technology (CAST), to apply them in a self-instructional way, as is published on the CAST website. The UDLframework is considered, by CAST, a complete tool for the implementation of the UDL as it offers a set of guidelines and practical suggestions that can be applied to any topic in order to ensure that all students have access to learning opportunities. Thus, this article presents the detailed structuring of the UDL framework guidelines in a class plan for the first cycle of Elementary School. It is a research with a theoretical-practical procedure, which was able to generate results capable of providing answers to the initial questioning, applying the guidelines as an instrument to analyze its feasibility. Based on the results of the application of the framework, its use as an instructional resource (translatable and adaptable) to support initial and continuing training of teachers on UDL is suggested.