Universal pedagogical practices: a way to alleviate barriers to learning

Abstract

The great challenge of the inclusion process has been to ensure students who are the target audience of the Special Education to integral formation and access to the common base curriculum with quality, without impoverishment of the contents. In view of this study, this article discusses issues related to individualized adaptations and the development of universal practices that are effective for all students. In this case, the Universal Design for Learning (UDL) has been pointed out as a promising approach for considering the diversity of students when proposing flexibility in the objectives, methods, materials and assessments, helping educators significantly expand learning opportunities for all. The article also highlights the importance of a systematization of the pedagogical practices then that practices are re-signified and favor of the development of a meaningful teaching-learning process. Therefore, through a bibliographic research characterized as a narrative review, the paper seeks to show that the challenge is not to modify or adapt curricula for some students of a special way, but to do it effectively from the beginning, with universal practices that consider the specificities of individuals and that meet the needs of a greater number of students.