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Abstract(s)
Com esta investigação, enfatizámos o contributo do Universal Design for Learning, cujos
princípios orientadores compreendidos pelos avanços da neurociência possibilitaram tornar o
currículo mais inclusivo e acessível para todos os alunos, articulando uma variedade de
estratégias facilitadoras do processo de ensino e aprendizagem, onde se incluem os Recursos
Educativos Digitais construídos através da ferramenta de autoria CAST UDL Book Builder. O
principal objetivo consistiu em perceber como é que as Tecnologias de Informação e
Comunicação podem contribuir para uma abordagem inclusiva do currículo com recurso ao
Universal Design for Learning, para todos os alunos, com e sem Necessidades Educativas
Especiais.
Este estudo inscreveu-se num quadro metodológico de abordagem híbrida de tipo descritivoexploratória,
suportada num plano de métodos mistos, onde relevou a triangulação de
metodologias, técnicas e abordagens, na forma de Investigação-Ação. A recolha de dados foi
implementada por meio de questionários, análise documental e observação participante,
registos diversos e documentos produzidos coletados em diferentes períodos, bem como
através de um vasto conjunto de dados oriundos da atividade prática e reflexiva dos
formandos no decorrer da oficina de formação e pós formação, plasmado num diário de
bordo. A avaliação da ação de formação pelos formandos assumiu-se como instrumento
privilegiado, socorrida da análise descritiva dos dados provenientes do questionário de
avaliação e da análise de conteúdo das reflexões dos formandos. Foram também
determinantes os resultados obtidos desde o prévio levantamento de necessidades de
formação (inquérito por questionário) ao questionário pós formação (Follow-up), ministrado
um ano após o términus da formação.
Nas conclusões destaca-se o impacto dos dados alcançados para encontrar e desenvolver
respostas pedagógicas motivadoras e inovadoras, literácitas, em contexto de sala de aula,
reiterando-se a importância da utilização de Recursos Educativos Digitais com o Universal
Design for Learning, nomeadamente do CAST UDL Book Builder, como ferramenta promotora
da inclusão e da literacia digital para todos os alunos, com e sem Necessidades Educativas
Especiais. Os Recursos Educativos Digitais, particularmente os e-books construídos, surtiram
um efeito extremamente positivo na aprendizagem, na motivação, na participação, na
comunicação e colaboração entre pares, na planificação, na avaliação, na dinamização das
aulas (metodologias/métodos), em termos de reflexão crítica dos profissionais, na
atualização, no aperfeiçoamento profissional e na mudança de práticas. Emergiram outros
pressupostos essenciais para a promoção da inclusão, nomeadamente de que estes recursos educativos tornaram a prática letiva estimulante, permitiram aperfeiçoar procedimentos de
inclusão, facilitando a inclusão dos alunos na turma e na escola e cativaram os alunos para os
conteúdos a abordar, o que eleva a importância das redes neuronais no processo de ensino e
aprendizagem. Estes (novos) percursos inclusivos edificados apontam trilhos para a
diversificação e complementaridade de métodos e estratégias de ensino na conceção de
dinâmicas motivadoras, inovadoras e literácitas em contexto de sala de aula; para a
construção de ambientes de aprendizagem enriquecidos com a tecnologia; para o crescimento
profissional continuado apoiado em competências digitais em ação, com impacto muito
positivo na prática educativa e consequentes implicações profissionais.
With this research, we emphasized the contribution of Universal Design for Learning from advances in neuroscience to make the curriculum more inclusive and accessible for all students, articulating a variety of strategies to facilitate the teaching and learning process, inclusive digital educational resources built by CAST UDL Book Builder. The aim was to understand how Information and Communication Technologies can contribute to an inclusive approach of the curriculum using the Universal Design for Learning for all students, with and without Special Educational Needs. This study included a methodological framework of hybrid approach of a descriptiveexploratory type, supported in a plan of mixed methods, where it emphasizes the triangulation of methodologies, techniques and approaches, in the form of action research. The data collection was implemented by questionnaires, analysis of documents and participant observation, as well as through a vast set of data derived from the practical and reflective activity of the education professionals during the training and post-training incorporated in a logbook. The evaluation of the training was a privileged instrument, supported by the descriptive analysis of the data coming from the evaluation questionnaire and the content analysis of the trainees' reflections. Also, determinant were the results obtained from the previous survey of training needs (questionnaire survey) to the posttraining questionnaire (Follow-up), administrated one year after the training ended. In the conclusions, we highlight the impact of the data obtained to find and develop motivational and innovative pedagogical responses, literacies, in a classroom context, reiterating the importance of the use of digital educational resources with Universal Design for Learning, namely CAST UDL Book Builder as a tool for promoting inclusion and digital literacy for all students, with and without Special Educational Needs. The Digital Educational Resources, particularly the e-books built, have heightened extremely positive effect on learning, motivation, participation, communication and collaboration between peers, in planning, evaluation, stimulation of classes (methodologies/methods) in professional reflection, updating, professional improvement and change of practices. Emerged other essential conditions for promoting inclusion, in particular that these educational resources become the stimulating teaching practice, allowed improve inclusion procedures, facilitating the inclusion of students in the class and school and captivated students for the contents to be addressed, which elevates the importance of neural networks in the process of teaching and learning. These (new) inclusive pathways point to ways for the diversification and complementarity of teaching methods and strategies in the design of motivating, innovative and literate dynamics in the classroom; for the construction of learning environments enriched with technology; for continued professional growth supported by digital skills in action, with a very positive impact on educational practice and consequent professional implications.
With this research, we emphasized the contribution of Universal Design for Learning from advances in neuroscience to make the curriculum more inclusive and accessible for all students, articulating a variety of strategies to facilitate the teaching and learning process, inclusive digital educational resources built by CAST UDL Book Builder. The aim was to understand how Information and Communication Technologies can contribute to an inclusive approach of the curriculum using the Universal Design for Learning for all students, with and without Special Educational Needs. This study included a methodological framework of hybrid approach of a descriptiveexploratory type, supported in a plan of mixed methods, where it emphasizes the triangulation of methodologies, techniques and approaches, in the form of action research. The data collection was implemented by questionnaires, analysis of documents and participant observation, as well as through a vast set of data derived from the practical and reflective activity of the education professionals during the training and post-training incorporated in a logbook. The evaluation of the training was a privileged instrument, supported by the descriptive analysis of the data coming from the evaluation questionnaire and the content analysis of the trainees' reflections. Also, determinant were the results obtained from the previous survey of training needs (questionnaire survey) to the posttraining questionnaire (Follow-up), administrated one year after the training ended. In the conclusions, we highlight the impact of the data obtained to find and develop motivational and innovative pedagogical responses, literacies, in a classroom context, reiterating the importance of the use of digital educational resources with Universal Design for Learning, namely CAST UDL Book Builder as a tool for promoting inclusion and digital literacy for all students, with and without Special Educational Needs. The Digital Educational Resources, particularly the e-books built, have heightened extremely positive effect on learning, motivation, participation, communication and collaboration between peers, in planning, evaluation, stimulation of classes (methodologies/methods) in professional reflection, updating, professional improvement and change of practices. Emerged other essential conditions for promoting inclusion, in particular that these educational resources become the stimulating teaching practice, allowed improve inclusion procedures, facilitating the inclusion of students in the class and school and captivated students for the contents to be addressed, which elevates the importance of neural networks in the process of teaching and learning. These (new) inclusive pathways point to ways for the diversification and complementarity of teaching methods and strategies in the design of motivating, innovative and literate dynamics in the classroom; for the construction of learning environments enriched with technology; for continued professional growth supported by digital skills in action, with a very positive impact on educational practice and consequent professional implications.
Description
Keywords
Tecnologia da informação e comunicação - Educação inclusiva Recursos educativos digitais - Universal Design for Learning Tecnologia educativa - Universal Design for Learning