School physical education and universal design for learning: a literature review

Abstract

For Physical Education teachers to implement pedagogical practices based on accessibility principles, it is essential to provide support and knowledge about strategies that ensure the effective participation of all students. Thus, a systematic review of the literature was conducted with the objective of analyzing the scientific production involving the interface between School Physical Education and Universal Design for Learning, to verify whether such an approach can favor the inclusion of students with disabilities in this context. Using the keywords "Physical Education" and "Universal design for learning", a search was conducted in the CAPES Journals portal, and 229 studies were identified. Based on the PRISMA guidelines, the inclusion and exclusion criteria were applied, and four studies were added through manual search, and nine studies were obtained. The content analysis gave rise to two categories: recommendations/conceptions about the possibilities of UDL in PE classes and application of UDL principles in PE classes. The results highlight the need for investment in international and national research on the possibilities of applying UDL in PE classes, aiming to maximize learning opportunities for all students.