THE IMPORTANCE OF UNIVERSAL DESIGN IN LEARNING FOR SCHOOL INCLUSION

Abstract

Inclusive education is understood as a field that requires the continuous reorganization of pedagogical practices in view of the diversity present in school contexts, making it necessary to overcome traditional practices centered on a single learner profile and to strengthen actions committed to equity. In this scenario, Universal Design for Learning (UDL) is presented as a framework capable of promoting the reduction of barriers, expanding access to the curriculum, and strengthening students’ permanence and participation in educational processes. Thus, this article aimed to analyze the importance of UDL in the construction of inclusive pedagogical practices. To achieve this purpose, a bibliographic research approach was adopted, understood as a methodological procedure based on the collection, analysis, and interpretation of previously published scientific productions, according to the assumptions of scientific methodologies in the field of education presented by Narciso and Santana (2024). Data were collected through the selection of articles, books, and academic materials available in digital databases, with emphasis on the CAPES Journals Portal, and were subjected to exploratory, selective, and interpretative reading. Throughout the development, the foundations of UDL, its contribution to inclusive pedagogical practices, and its application in educational contexts were discussed. The results showed that UDL is configured as an essential framework for the reorganization of teaching, as it promotes more accessible and equitable practices committed to the right to learning.