Universal Design for Learning and collaborative consultation as mechanisms for curricular reorganization in an inclusive perspective: a case study in elementary education
DOI:
https://doi.org/10.5902/1984686X96458Keywords:
Inclusive education, Universal Design for Learning, Collaborative consultationAbstract
This study analyzes the articulation between Universal Design for Learning (UDL) and collaborative consultation as a strategy for reorganizing pedagogical planning from an inclusive perspective. Adopting a mixed-methods, descriptive-interpretative design, the research was conducted in a fourth-grade classroom of a public elementary school, involving 21 students. The investigation included an initial assessment of academic performance and social skills, the implementation of UDL-based practices supported by a systematic collaborative consultation process, and a subsequent descriptive comparative analysis. Results indicated a reduction in the proportion of students performing below average in reading, writing, and mathematics, as well as improvements in social skills related to cooperation, responsibility, and self-control. Qualitative records revealed increased engagement and participation in classroom activities. Findings suggest that the articulation between universal planning and in-context professional collaboration may contribute to transforming pedagogical practices, shifting the focus from compensatory interventions to structural curricular reorganization. The study provides empirical evidence from a Brazilian school context and contributes to contemporary debates on inclusive education and educational equity.
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