Contribuições do desenho universal para aprendizagem no ensino de Ciências na perspectiva da educação inclusiva

Abstract

Inclusion is a paradigm shift in the educational environment, as it contributes to reflecting on diversity and the importance of respecting each person's individuality. After the implementation of inclusion in education, schools could no longer continue in the same way with outdated teaching methodologies that contribute to the exclusion of students who do not fit within their parameters. For this reason, Universal Design for Learning (UDL) is a crucial tool. It suggests an effort on the part of educational institutions to modify their teaching methods. UDL proposes adopting an approach that considers the particularities of students with disabilities and everyone present in the school environment. For this reason, the present research aims to explore how Universal Design for Learning (UDL) can assist in the inclusion of students with disabilities, global developmental disorders, and high abilities or giftedness. Specifically, the study focuses on the application of this approach in the teaching of sciences in the early grades of elementary school. With a bibliographical and field-oriented character, it was conducted using a qualitative methodological approach, with the intention of carrying out a pedagogical intervention. The study in question focused on the analysis of inclusion in science education in an institution in the municipal network of Juiz de Fora. Observing gaps in the educational process, discussing how strategies based on Universal Design for Learning can contribute to the promotion of inclusion of children with disabilities. In the intervention, implementing the UDL guidelines contributed to the student's engagement in the class, leaving no room for the student's deregulation. Throughout the intervention, there was a presentation of what was expected for the student to achieve, providing a greater understanding of the content to be addressed, the teaching methodology, and the knowledge they would acquire from the class. Consequently, there was greater interaction of the student with a disability with other classmates and teachers. Therefore, UDL presents itself as a method that provides essential principles and guidelines for effective inclusion in science education. This is because, by using UDL and a variety of resources, it provides the possibility of active participation of all students.