Universal Design for Learning and Inclusive Education: a Systematic Review in the International Literature

ABSTRACT: This study carried out a systematic review of the literature guided by the following research question: How have the empirical research based on the principles of Universal Design for Learning - UDL influenced the inclusion of the Specialized Educational Service Teacher - SEST in the international literature? The general objective was to map and analyze the international empirical research involving the UDL interface and inclusion. To do so, the research was carried out in the journal database of the Coordination for the Improvement of Higher Education Personnel - CAPES and the descriptors used were "universal design for learning" and "inclusion". As a selection criterion, it was established that only papers published in English language would be analyzed in peer-reviewed journals; in addition, for analysis, it was necessary that the paper reported an empirical research. Thus, 44 papers were initially found, and after the application of the criteria, seven were analyzed. The results show that most of the published works have theoretical conceptions about the subject, but without the realization of an applied research. The few empirical studies found are centered around questionnaires and interviews, as well as teacher training. It is concluded that the need for research that directly apply the principles proposed by the UDL emerges, so that it is possible to analyze the effects of the application of the UDL in the inclusion of all students in the school.

摘要：本研究围绕以下核心研究问题开展系统性文献综述：基于通用学习设计（Universal Design for Learning, UDL）原则开展的实证研究，对国际文献中特殊教育服务教师（Specialized Educational Service Teacher, SEST）相关内容的纳入产生了何种影响？本研究的总体目标为系统梳理并分析涉及通用学习设计与融合教育交叉领域的国际实证研究。为此，本研究依托高等教育人才培养协调委员会（Coordination for the Improvement of Higher Education Personnel, CAPES）的期刊数据库开展检索，检索词设定为“universal design for learning”与“inclusion”。本研究设定如下筛选标准：仅纳入经同行评议的英文发表论文；且论文需报告实证研究内容。经初步检索共获取44篇文献，经筛选后最终纳入7篇进行分析。研究结果显示，当前多数相关成果仅围绕该主题的理论构想展开，未开展实际应用研究；本次检索到的少量实证研究主要聚焦于问卷与访谈调研，以及教师培训相关内容。本研究最终得出结论：亟需开展直接应用通用学习设计原则的相关研究，以切实分析通用学习设计应用于全体学生学校融合教育的实际效果。