UNIVERSAL DESIGN: ARCHITECTING AN EDUCATION FOR ALL

Abstract

This study aimed to analyze how Universal Design for Learning (UDL) can be applied to promote inclusive and equitable education, ensuring access to the learning process for all students. The research was qualitative and was carried out through a literature review, which involved the analysis of academic sources, articles and books on UDL and inclusive education. The results indicated that UDL can be a tool in adapting curriculum and pedagogical practices, allowing students with special needs, as well as those with different learning styles, to have equal access to content. The diversification of forms of representation, expression, and engagement contributes to creating an inclusive educational environment, but the implementation of UDL faces challenges related to educator training, institutional resistance, and the lack of adequate resources, such as assistive technologies. The final considerations pointed out that the UDL, although promising, requires investments in infrastructure and teacher training for its implementation to be full. In addition, new studies were suggested to expand the impact of UDL in different educational contexts and explore solutions to overcome the barriers that still exist.