Universal Design for Learning (UDL): contributos para uma escola de todos

• Autor(a) principal: Alves, Maria Manuela
• Data de Publicação: 2013
• Outros Autores: Ribeiro, Jaime, Simões, Fátima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v5i4.4290

The approach to the curriculum one-size-fits-all is ineffective and segregating. For many learners, the typical curriculum is littered with learning barriers. Not all students learn the same way. Not all children express themselves in the same way and not all engage in or approach learning in the same way. Students attend school with a variety of needs, interests and learning styles. A universally designed curriculum is responsive to today´s diverse classrooms and designed from the outset to meet the needs of the greater number of students. It allows teachers to choose from a variety of options, tools and strategies that are embedded in the curriculum and in instructional materials. The Universal Design for Learning has its origin and inspiration in architecture’s concept of Universal Design, which stipulates that adaptations made to meet the needs of people with disabilities tend to benefit everyone. Universal Design for Learning calls for proactive design of a curriculum to include goals, methods, materials and assessments that help students by reducing barriers and, simultaneously, providing effective support to learning. This is an innovating concept and with a great potential deserves further and profound research, which seems relevant to an inclusive school and whose contribution we intend to ventilate in this document.