EQUALITY AND INCLUSIVENESS IN DISTANCE EDUCATION: SEN DISCOURSE
Résumé
People with special educational needs can improve their access to education and participation in society through the development of assistive technologies and distance learning. This study aimed to provide recommendations for special education teachers enrolled in distance education programs when designing online courses. The central focus is the application of Universal Design for Learning (UDL). Using a literature review, the paper systematized and summarized the benefits of UDL and the potential for its full integration into online learning environments. UDL ensures that learning experiences are adaptable to diverse student needs through three core principles: representation, action and expression, and multiple means of engagement. By fostering intentional lesson planning and tailored resources, UDL supports varied learning requirements. This approach allows all students, including those with disabilities, to access materials, participate actively, and demonstrate understanding. Rather than emphasizing deficits, UDL promotes a spectrum of learning opportunities to support equity and inclusion.
Références
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ALAMRI, A.; TYLER-WOOD, T. Factors affecting learners with disabilities–instructor interaction in online learning. Journal of Special Education Technology, v. 32, n. 2, p. 59–69, 2017. DOI: https://doi.org/10.1177/0162643416681497.
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CAI, J.; WEN, Q.; BI, M.; LOMBAERTS, K. How Universal Design for Learning (UDL) is related to differentiated instruction (DI): The mediation role of growth mindset and teachers’ practices factors. Social Psychology of Education, v. 27, n. 6, p. 3513–3532, 2024. DOI: http://dx.doi.org/10.1007/s11218-024-09945-9.
DANIELA, L. Inclusive digital education. Springer, 2022. DOI: https://doi.org/10.1007/978-3-031-14775-3.
ERICKSON, M. J.; LARWIN, K. H. The potential impact of online/distance education for students with disabilities in higher education. International Journal of Evaluation and Research in Education (IJERE), v. 5, n. 1, p. 76–81, 2016. DOI: https://doi.org/10.11591/ijere.v5i1.4525.
ESPADA-CHAVARRIA, R.; GONZÁLEZ-MONTESINO, R. H.; LÓPEZ-BASTÍAS, J. L.; DÍAZ-VEGA, M. Universal Design for Learning and instruction: Effective strategies for inclusive higher education. Education Sciences, v. 13, n. 6, p. 620, 2023. DOI: https://doi.org/10.3390/educsci13060620.
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GALKIENĖ, A.; MONKEVIČIENĖ, O. The model of UDL implementation enabling the development of inclusive education in different educational contexts: Conclusions. In: GALKIENĖ, A.; MONKEVIČIENĖ, O. (Eds.). Improving inclusive education through Universal Design for Learning. (Inclusive Learning and Educational Equity, v. 5). Cham: Springer, 2021. p. 313–323. DOI: https://doi.org/10.1007/978-3-030-80658-3_12.
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GARRAD, T.-A.; NOLAN, H. Rethinking higher education unit design: Embedding universal design for learning in online studies. Student Success, v. 14, n. 1, 2023. DOI: https://doi.org/10.5204/ssj.2300.
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KOCDAR, S.; BOZKURT, A. Supporting learners with special needs in open, distance, and digital education. In: ZAWACKI-RICHTER, O.; JUNG, I. (Eds.). Handbook of open, distance and digital education. Cham: Springer, 2022. p. 881–886. DOI: http://dx.doi.org/10.1007/978-981-19-0351-9_49-1.
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LEVESQUE, E.; SNODDON, K.; DUNCAN, J. Universal Design for Learning: A pathway to independence for deaf and hard of hearing learners. Deafness & Education International, v. 26, n. 4, p. 299–300, 2024. DOI: https://doi.org/10.1080/14643154.2024.2417500.
LORTIE, J.; COX, K.; DEROSSET, S.; THOMPSON, R. Unpacking the minimum viable product (MVP): A framework for use, goals and essential elements. Journal of Small Business and Enterprise Development, v. 32, n. 1, p. 212–235, 2024. DOI: http://dx.doi.org/10.1108/JSBED-02-2024-0075.
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MOYLE, W.; MURFIELD, J.; LION, K. Therapeutic use of the humanoid robot, Telenoid, with older adults: A critical interpretive synthesis review. Assistive Technology, v. 36, n. 5, p. 388–395, 2024. DOI: https://doi.org/10.1080/10400435.2022.2060375.
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BOZKURT, A.; ZAWACKI-RICHTER, O. Trends and patterns in distance education (2014–2019): A synthesis of scholarly publications and a visualization of the intellectual landscape. The International Review of Research in Open and Distributed Learning, v. 22, n. 2, p. 19–45, 2021. DOI: https://doi.org/10.19173/irrodl.v22i2.5381.
CAI, J.; WEN, Q.; BI, M.; LOMBAERTS, K. How Universal Design for Learning (UDL) is related to differentiated instruction (DI): The mediation role of growth mindset and teachers’ practices factors. Social Psychology of Education, v. 27, n. 6, p. 3513–3532, 2024. DOI: http://dx.doi.org/10.1007/s11218-024-09945-9.
DANIELA, L. Inclusive digital education. Springer, 2022. DOI: https://doi.org/10.1007/978-3-031-14775-3.
ERICKSON, M. J.; LARWIN, K. H. The potential impact of online/distance education for students with disabilities in higher education. International Journal of Evaluation and Research in Education (IJERE), v. 5, n. 1, p. 76–81, 2016. DOI: https://doi.org/10.11591/ijere.v5i1.4525.
ESPADA-CHAVARRIA, R.; GONZÁLEZ-MONTESINO, R. H.; LÓPEZ-BASTÍAS, J. L.; DÍAZ-VEGA, M. Universal Design for Learning and instruction: Effective strategies for inclusive higher education. Education Sciences, v. 13, n. 6, p. 620, 2023. DOI: https://doi.org/10.3390/educsci13060620.
FRUMOS, L. Inclusive education in remote instruction with Universal Design for Learning. Revista Romaneasca pentru Educatie Multidimensionala, v. 12, n. 2Sup1, p. 138–142, 2020. DOI: http://dx.doi.org/10.18662/rrem/12.2Sup1/299.
GALKIENĖ, A.; MONKEVIČIENĖ, O. The model of UDL implementation enabling the development of inclusive education in different educational contexts: Conclusions. In: GALKIENĖ, A.; MONKEVIČIENĖ, O. (Eds.). Improving inclusive education through Universal Design for Learning. (Inclusive Learning and Educational Equity, v. 5). Cham: Springer, 2021. p. 313–323. DOI: https://doi.org/10.1007/978-3-030-80658-3_12.
GARGIULO, R.; METCALF, D. Teaching in today's inclusive classrooms: A Universal Design for Learning approach. Boston: Cengage Learning, 2016. Disponível em: https://books.google.com.ua/books/about/Teaching_in_Today_s_Inclusive_Classrooms.html?id=KLoaCgAAQBAJ.
GARRAD, T.-A.; NOLAN, H. Rethinking higher education unit design: Embedding universal design for learning in online studies. Student Success, v. 14, n. 1, 2023. DOI: https://doi.org/10.5204/ssj.2300.
GRONSETH, S.; DALTON, E. (Eds.). Universal access through inclusive instructional design: International perspectives on UDL. New York: Routledge, 2019. DOI: https://doi.org/10.4324/9780429435515.
HIRSCH, S. E.; GRIFFITH, C. A.; KELLEY, M. H.; CARLSON, A.; MCKOWN, G. Increasing preservice teachers’ knowledge and skills using a mixed-reality simulator: The tale of two studies. Teacher Education and Special Education, v. 46, n. 3, p. 204–222, 2023. DOI: https://doi.org/10.1177/08884064231154028.
IFENTHALER, D.; SAMPSON, D.; ISAIAS, P. Open and inclusive educational practice in the digital world. Cham: Springer, 2023. DOI: https://doi.org/10.1007/978-3-031-18512-0.
KOCDAR, S.; BOZKURT, A. Supporting learners with special needs in open, distance, and digital education. In: ZAWACKI-RICHTER, O.; JUNG, I. (Eds.). Handbook of open, distance and digital education. Cham: Springer, 2022. p. 881–886. DOI: http://dx.doi.org/10.1007/978-981-19-0351-9_49-1.
KOUSTRIAVA, E. Readiness of individuals with visual impairments for participation in distance education. British Journal of Visual Impairment, v. 40, n. 2, p. 435–450, 2022. DOI: https://doi.org/10.1177/0264619621994865.
LEVESQUE, E.; SNODDON, K.; DUNCAN, J. Universal Design for Learning: A pathway to independence for deaf and hard of hearing learners. Deafness & Education International, v. 26, n. 4, p. 299–300, 2024. DOI: https://doi.org/10.1080/14643154.2024.2417500.
LORTIE, J.; COX, K.; DEROSSET, S.; THOMPSON, R. Unpacking the minimum viable product (MVP): A framework for use, goals and essential elements. Journal of Small Business and Enterprise Development, v. 32, n. 1, p. 212–235, 2024. DOI: http://dx.doi.org/10.1108/JSBED-02-2024-0075.
MANGINA, E.; O’KEEFFE, E.; EYERMAN, J.; GOODMAN, L. Drones for live streaming of visuals for people with limited mobility. In: INTERNATIONAL CONFERENCE ON VIRTUAL SYSTEM & MULTIMEDIA (VSMM), 22., 2016, Kuala Lumpur. Anais... IEEE, 2016. p. 1–6. DOI: https://doi.org/10.1109/VSMM.2016.7863162.
MARKELZ, A.; SCHEELER, M. C.; RICCOMINI, P.; TAYLOR, J. C. A systematic review of tactile prompting in teacher education. Teacher Education and Special Education, v. 43, n. 4, p. 296–313, 2020. DOI: https://doi.org/10.1177/0888406419877500.
MOYLE, W.; MURFIELD, J.; LION, K. Therapeutic use of the humanoid robot, Telenoid, with older adults: A critical interpretive synthesis review. Assistive Technology, v. 36, n. 5, p. 388–395, 2024. DOI: https://doi.org/10.1080/10400435.2022.2060375.
MULFARI, D.; MULFARI, S. Assistive technologies to support distance learning for students with disabilities. In: EAI INTERNATIONAL CONFERENCE ON SMART OBJECTS AND TECHNOLOGIES FOR SOCIAL GOOD, 4., 2018, Bologna. Proceedings... New York: ACM, 2018. p. 312–313. DOI: https://doi.org/10.1145/3284869.3284927.
MYHILL, W. N.; SAMANT, D.; KLEIN, D.; KAPLAN, S.; REINA, M. V.; BLANCK, P. Distance education initiatives and their early 21st century role in the lives of people with disabilities. In: BAILEY, E. P. (Ed.). Focus on distance education developments. New York: Nova Science Publishers, 2007. p. 1–38. Disponível em: https://www.researchgate.net/publication/255645461.
NASCIMENTO, M. D. do; BRANDÃO, A. A.; OLIVEIRA BRANDAO, L. de; OLIVEIRA, F. C. de MB. Overcoming accessibility barriers for people with severe vision impairment in web-based learning environments: A literature review. In: IEEE FRONTIERS IN EDUCATION CONFERENCE, 2019, Cincinnati. Anais... IEEE, 2019. p. 1–8. DOI: https://doi.org/10.1109/FIE43999.2019.9028484.
NIEMINEN, J.; PESONEN, H. V. Taking universal design back to its roots: Perspectives on accessibility and identity in undergraduate mathematics. Education Sciences, v. 10, n. 1, p. 12, 2019. DOI: https://doi.org/10.3390/educsci10010012.
PANNULLO, L.; BÖTTINGER, T.; WINKELMANN, J. Inclusive and digital science education: A theoretical framework for lesson planning. Education Sciences, v. 15, n. 2, p. 148, 2025. DOI: https://doi.org/10.3390/educsci15020148.
PARETTE, H. P.; STONER, J. B. Benefits of assistive technology user groups for early childhood education professionals. Early Childhood Education Journal, v. 35, n. 4, p. 313–319, 2008. DOI: https://doi.org/10.1007/s10643-007-0211-6.
PARK, J.; BAGWELL, A. F.; BRYANT, D. P.; BRYANT, B. R. Integrating assistive technology into a teacher preparation program. Teacher Education and Special Education, v. 45, n. 2, p. 141–159, 2022. DOI: https://doi.org/10.1177/08884064211001447.
PRIYADHARSINI, V.; MARY, S. Universal Design for Learning (UDL) in inclusive education: Accelerating learning for all. Shanlax International Journal of Arts Science and Humanities, v. 11, n. 4, p. 145–150, 2024. DOI: http://dx.doi.org/10.34293/sijash.v11i4.7489.
REISER, R. A.; DEMPSEY, J. V. Trends and issues in instructional design and technology. Boston: Allyn & Bacon, 2012. Disponível em: https://books.google.com.ua/books/about/Trends_and_Issues_in_Instructional_Desig.html?id=zOcyvgAACAAJ.
ROCHA, J.; ALEGRIA, R.; FREITAS, S. Distance education in speech-language therapy: Telepractice with children with speech and language disorders. In: DE MOURA, A.; REIS, P.; CORDEIRO, M. (Eds.). Handbook of research on determining the reliability of online assessment and distance learning. Hershey: IGI Global, 2020. DOI: https://doi.org/10.4018/978-1-7998-4769-4.ch018.
RUPPAR, A.; KURTH, J.; BUBASH, S.; LOCKMAN TURNER, E. A framework for preparing to teach students with extensive support needs in the 21st century. Teacher Education and Special Education, v. 46, n. 1, p. 26–43, 2023. DOI: https://doi.org/10.1177/08884064211059853.
SÁNCHEZ, J.; REYES-ROJAS, J.; ALÉ-SILVA, J. What is known about assistive technologies in distance and digital education for learners with disabilities? Education Sciences, v. 14, n. 6, p. 595, 2024. DOI: https://doi.org/10.3390/educsci14060595.
SANTAMARIA-LÓPEZ, T. M.; RUIZ, V. G. Distance education for children with a disability and/or from vulnerable families. Education and Information Technologies, v. 28, p. 5297–5312, 2023. DOI: https://doi.org/10.1007/s10639-022-11347-3.
SCHULZ, L.; BÖTTINGER, T. Digitale Barrieren abbauen: Das diklusive Universal Design for Learning [Breaking down digital barriers: The universal design for learning diclusive]. In: SCHULZ, L.; KRSTOSKI, I.; LÜNEBERGER, M.; WICHMANN, D. (Eds.). Diklusive lernwelten: Zeitgemäßes lernen für alle schülerinnen und schüler. 1. ed. Hamburg: Visual Ink Publishing UG, 2022. p. 54–60. Disponível em: https://www.researchgate.net/publication/360104386_Digitale_Barrieren_abbauen.
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Publiée
2026-02-04
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FLUXO CONTÍNUO - Artigos
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