Curricular accessibility and universal design for learning as points of analysis for inclusion

Abstract

Given the contemporary educational context and the deconstruction of the adapted curricular model, this article seeks to present a theoretical reflection supported by Universal Design for Learning as a perspective for curricular accessibility and creating practical conditions for inclusive education. The studies developed at the Center for Applied Special Technology are used as a basis, in line with the document of the National Policy for Special Education in an Inclusive Perspective and the Brazilian Law for the Inclusion of Persons with Disabilities, which advocate accessibility as an action of society and a right human. The methodological path highlights the development of teaching strategies, using the principles of Universal Design for Learning in the construction of the proposal, and emphasizing teacher mediation in the development of inclusive pedagogical practices.