The teacher and inclusive education: analyzing school reality and training with a focus on the perspective of universal design for learning (UDL)

Abstract

This study aims to investigate the contribution of the approximation of the pedagogical practices of regular class educators with those aimed at the inclusion of the target audience of special education, at the Manoel Salustiano de Souza State Elementary and High School, located in the municipality of Linhares / ES. The present case study was carried out using a mixed data collection approach and the technique linked to this end was the application of an online questionnaire to the research subjects, knowledge not only of their pedagogical experiences, about inclusive education in the locus of research, but also their demands, desires and expectations. From the analysis of the results, it is possible to perceive evidence of a favorable scenario to work with the approach of Universal Design of Learning as a possibility of school inclusion in this school, in view of the high percentage of positive manifestations signaling the professionals' desire for training processes for special education.