Teacher Training from the perspective of Individualized Educational Planning and Universal Design for Learning

Abstract

This article presents an excerpt from a master's research project focused on teaching practices for young people and adults with intellectual disabilities (ID) from the perspective of educational inclusion. The overall objective was to analyze practices, within the social context of their generation, that can promote the learning of young people and adults with ID. The specific objectives of the study were: to develop a continuing education proposal for teachers incorporating digital tools to support the teaching-learning process of young people and adults with ID; and to develop Individualized Educational Plans (IEPs) using technological mediation and the principles of Universal Design for Learning (UDL). The study was conducted using action research methodology, using the case study as a source for collaborative work between the researcher and the teachers, using the extension course "Literacy and Literacy for People with Intellectual Disabilities from the Perspective of IEP," offered by the School of Education of the State University of Rio de Janeiro (UERJ). The data obtained in the training proposal allowed us to conclude that the articulation between the PEI and the DUA contributes to the universalization of education and the implementation of curricula accessible to all students and more humanized training paths, which take into account diversity and different learning styles.