Interrelations between universal design for learning and assistive technology in the context of inclusive education

Abstract

Within the context of inclusive education, various theories and actions have emerged with the aim of promoting the school inclusion of students with disabilities. In this context, Universal Design for Learning (UDL) and Assistive Technology (AT) have been gaining prominence. Thus, the objective of this article is to analyze the existing interrelations between UDL and AT in the process of school inclusion for students with disabilities. The methodology used in this essay was a bibliographic, narrative review through a theoretical discussion based on scientific works published on the relevant topics. In summary, it is evident that, although the two approaches present distinct characteristics, both share similarities in their objectives, which essentially aim for educational inclusion. Considering UDL and AT as complementary approaches, as supported by the literature review conducted, there is sufficient evidence that these approaches, when worked together, have excellent efficacy in the process of school inclusion for students with disabilities.