Addressing diversity in mathematics teaching: Universal Design for Learning as a possibility to promote access to the curriculum

Abstract

This article presents a sequence of activities based on Universal Design for Learning (UDL), developed during an extension course of the Fundão Project, from the Federal University of Rio de Janeiro (UFRJ). The course, conducted by the subgroup Teaching Mathematics to Students with Visual and Hearing Impairments, focused on the inclusion of these students in regular classrooms. The activity proposed the development of a lesson involving at least one student with visual or hearing impairment in the context of regular  education. In seeking to promote inclusive learning, our goal is to propose a sequence of activities based on UDL, starting from a given problem situation to be solved by a 4th-grade class in regular education, and that includes a student with visual impairment. The UDL approach aims to create an educational environment that eliminates learning barriers, valuing each student, regardless of their individual needs. UDL promotes curriculum accessibility and inclusive education, recognizing the diversity of learning styles. When planning a sequence of activities based on UDL, the focus is not limited to the student’s disability, but considers their uniqueness. The expectation is that by addressing the individual and diversified needs of students, it will be possible to contribute to learning and promote an inclusive and enriching educational experience. This approach benefits all students, with or without disabilities, enabling the promotion of respect for differences and preparing students for a more inclusive world. The article highlights the importance of incorporating UDL as an inclusive educational strategy, demonstrated by a sequence of activities as a practical example of its applicability.