Universal design for learning in presential Higher Education: experience analysis
DOI:
https://doi.org/10.18675/1981-8106.v35.n.69.s15983Keywords:
Universal Design for Lerning. Higher Education. Classroom Teaching.Abstract
This article presents a research that aimed to know the result achieved in experiences of applying the principles of Universal Design for Learning in face-to-face higher education. To achieve this goal, a bibliographic research was developed on scientific articles published between 2015 and 2019, in Portuguese, English and Spanish, available on the Capes Journal Portal. It was found that the authors of articles that met the study inclusion criteria report successful experiences in applying these principles. One can conclude that the Universal Design for Learning, in addition to being in line with the social model of disability, it expands the possibilities of learning not only for people with disabilities, but also for all other students. On the other hand, the results achieved lead to the reflection that, although the benefits of applying the principles of Universal Design for Learning benefit the majority, it is necessary not to deny the individual specificities that occur in the classroom, which also need to be contemplated in teaching planning.
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