Universal Design for Learning: Planning Teaching-Learning-Assessment for a More Inclusive School

Abstract

The main purpose of inclusive education is to ensure equal opportunities, for each and every student, at any time of their schooling. Since 2018, Portugal has been a pioneer country due to the changes introduced, at the legal level, regarding inclusion, charting a new course with new practices and differentiated pedagogical methodologies, in order to overcome the barriers to learning in the access to the curriculum for each student. This article aims to articulate the assumptions of the Universal Design for Learning (UDL) and the principles of a pedagogical evaluation in the classroom context. A contribution is presented in dialogue with theory and practice to face the difficulties that may persist in the conceptualization of DUA budgets and their operationalization. To this end, references and plannings are proposed, as possibilities, to raise the quality of teaching-learning assessment strategies, based on the principle of equity and inclusion.