PRINCÍPIOS DO DESENHO UNIVERSAL PARA A APRENDIZAGEM: PLANEJAMENTO DE ATIVIDADES PEDAGÓGICAS PARA INCLUSÃO
Journal Title: Ideação - Year 2016, Vol 18, Issue 2
Abstract
This article brings a discussion about the planning of pedagogical activities for inclusion from the principles of the Universal Design for Learning. It starts from the research problem: in which manner can the planning of pedagogical activities describe the principles of the educational inclusion? This question is relevant, by the reason that, when the inclusive intentions in education are systematize, the teacher actions make possible, through the teaching organization for learning, the qualitative mediation, by the use of resources and strategies appropriated to the students. It uses as the methodology the bibliographical research, to subsidize the production of a teaching material to teachers, in order to help them in the moment of the planning and evaluation of the pedagogical activities for the educational inclusion. This work has as main theoretical basis, Libâneo (2012), Rodrigues (2007), Mantoan (2011) and Meyer, Rose & Gordon (2002), who contribute to the teachers practice in educational inclusion field, in relation to the pedagogical activities organization, using the Universal Design for Learning principles.
Authors and Affiliations
Jacqueline Lidiane de Souza Prais, Vanderley Flor da Rosa
Keywords
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