The Universal Design for Learning in the reception of the expectations of participants of Distance Education courses
DOI:
https://doi.org/10.5902/1984686X34504Keywords:
Universal design for learning, Disability social model, Distance education.Abstract
The elimination of the barriers to guarantee access to the knowledge of students with different learning profiles is a challenge in the different stages and modalities of teaching. In distance education, course and subject planning should address the different needs of all people. This qualitative study was carried out in order to verify if the principles and guidelines of the UDL (Universal Design for Learning) meet the expectations of participants in distance learning courses in relation to participation with autonomy in this type of teaching. The data collection was performed using the Thinking aloud technique. Ocam's software was used for this purpose, and content analysis with the support of the Atlas.ti 8.0 software was used to treat the results. This study precedes the offer of the extension course for the community and has been focused on the participation of people with disabilities, inspired by the emancipatory studies. It is believed that the participation of people with diversified learning characteristics is fundamental for the construction of more inclusive environments, revealing needs for adaptations in objectives, materials, strategies, evaluations and organization of the virtual learning space. The UDL framework contemplated the participants' statements, showing that it is appropriate for the applicability in the planning and offering of courses that are intended to be accessible, initially considering the existence of people with different characteristics for participation and permanence in distance courses.
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