A diferenciação curricular e o desenho universal na aprendizagem como princípios para inclusão escolar

Abstract

This paper discusses schooling of disabled people taking both curriculum differentiation concepts and universal design for learning as references, turning those into epistemological foundations towards effective education inclusion. Our methodology includes the usage of qualitative references and carefully specialized literature and official documents reviews. Also, data from the Educational Inclusion and Special Education Observatory (ObEE) research group database were assessed. Our analysis show, among several other aspects, the lack of curricular accessibility and poor pedagogic actions towards the inclusion of disabled students, particularly those with intellectual disability. Besides, our analysis shows the possibilities of learning from a set of pedagogic strategies that uses both curriculum differentiation and universal design for learning as references.