UNIVERSAL DESIGN OF LEARNING IN THE EVERYDAY LIFE OF ELEMENTARY SCHOOL TEACHERS II: PONDERATIONS

Abstract

Curriculum flexibility for students with autism from the sixth to the ninth grade should be part of the reflections and teaching practices of teachers who work in this segment. These students, autistic and all students with disabilities, as well as all the subjects that make up each classroom are entitled to a schooling that seeks to implement and guarantee the acquisition process and curricular knowledge referring to each grade/school year. In order to achieve this objective, this article presents the perspective of work through the Universal Design of Learning, where it is possible to contemplate all learning barriers in an inclusive way. For this descriptive study with a qualitative approach, a questionnaire was applied containing ten questions based on the initial training and practices of teachers of Elementary School II in the city of Juiz de Fora-MG, the sample consisted of 14 subjects. The results indicated that, in initial training, these teachers did not have any discipline that addressed curricular adaptations. Concludes this knowledge was acquired in training in contexts. Most of these teachers are aware of Universal Design for Learning, but have not effectively appropriated in fact, and do not use its assumptions in their daily curriculum planning.