<b>TEORIAS DA ESCOLA NO PROCESSO DE MARGINALIZAÇÃO: DISCORRENDO SOBRE AS TEORIAS CRÍTICO-REPRODUTIVISTAS EM CONTRAPOSIÇÃO COM AS TEORIAS NÃO-CRÍTICAS DA EDUCAÇÃO </b>

One of the key challenges in the research area is the elusive nature of inclusive education as a concept. While most countries have embraced the concept of inclusive education, many systems still operate parallel systems of special education provision for students with disabilities or what are considered ‘additional learning needs'. This includes special schools and special classes or units where students may, or may not be, integrated with their peers in mainstream education. People are often influenced in their views by a mainstream narrative, media headlines, political statements and less about what their actual opinions are. Innovative pedagogies such as Multi-tiered Systems of Support and Universal Design for Learning are examined within the context of inclusion. The impact of Covid-19 on education has been well-documented over the past two years with a clear escalation in the use of digital technologies and approaches to increase student engagement in all sectors of education.

Este estudo verifica indícios do Desenho Universal para Aprendizagem (DUA) presentes no uso de Tecnologias Digitais (TDs) na Educação Matemática Inclusiva. Para tanto, são analisadas pesquisas publicadas em duas edições do Encontro Nacional de Educação Matemática: 2016 e 2019; evento que congrega maior número de pesquisadores e professores da área de Matemática no Brasil. Ao analisar os trabalhos publicados em tal evento, busca-se responder aos seguintes questionamentos: Como as TDs estão sendo utilizadas na Educação Matemática Inclusiva? É possível verificar a perspectiva do DUA ao utilizar as TDs na Educação Matemática Inclusiva? Com a metodologia adotada, de abordagem qualitativa, do tipo bibliográfica, emergem quatro temáticas: uso de tecnologias analógica e digital; uso de softwares e/ou aplicativos; uso de Ambiente Virtual de Aprendizagem; e uso de videoaula e vídeos instrutivos. Pelas análises é possível concluir que a inclusão escolar está em processo, envolvendo pesquisadores e professores no desenvolvimento de tecnologias digitais ou analógicas. Ainda, as análises revelam que é tímida a presença do DUA na Educação Matemática Inclusiva.

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner Notes What is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations.

Over the last two decades, Universal Design for Learning (UDL) has emerged as a pedagogical framework for inclusive teaching and learning. UDL builds on learner variability as a starting point for instructional and curricular design, and aims to minimize barriers in the learning environment. In addition to its widespread use in K12 settings and its endorsement in federal education policy, UDL has also gained momentum in teacher education research and practice. Although a number of scholars have explored the use of UDL in preservice teacher education curricula, there are limited descriptions of how teacher educators apply concepts of UDL in their own pedagogy and practice. The purpose of this paper is to describe the process of applying UDL as a pedagogical innovation in a teacher residency (preparation) program. We share examples of how turning the lens on our own practice as teacher educators has allowed us to redesign multiple aspects of our curriculum, instructional practice, and program at large. We conclude by highlighting the iterative nature of UDL application, and by making recommendations for future research and inquiry on UDL in teacher education.

Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers.
 
 Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches.
 Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and mentorship, following a production company ethos. Students adhere to industry standards for copyright and ethical practice in assessments, while building their professional portfolio and skills for future success.
 The combination of digital literacy and authentic assessments motivates students to follow their passions and create digital products they care about. This approach has resulted in outstanding student evaluations and learning outcomes, above average retention, and institutional recognition through a Digital Learning citation. Importantly, this approach supports students to build professional skills and knowledge for emerging industries and future career opportunities.
 References
 
 ACEL. (2016). Authentic learning: what, why and how? e-Teaching, 10. http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf
 Australian Government. (2020). Foundation Skills for Your Future Program: Digital Literacy Skills Framework, Canberra: Commonwealth of Australia.
 Australian Technology Network. (2020). ATN joint statement on authentic assessment, Australian Technology Network. https://www.atn.edu.au/news-and-events/latest-news/atn-joint-statement-on-authentic-assessment
 CAST. (2011). Universal Design for Learning Guidelines Version 2.0. Massachusetts: Wakefield.
 Foundation for Young Australians (2017). The new work smarts. https://www.fya.org.au/report/the-new-work-smarts
 Stokes, J. (2017). Inclusion and engagement by design: Creating a digital literacy course to inspire diverse learners in an​ Australian university enabling program. International Studies in Widening Participation, 4(2), 65–78. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/download/85/103 ​
 Stokes, J. (2021). Those skills to take on the world: developing capitals through university enabling programs. The International Journal of Learning in Higher Education, 28 (2), 133-146. DOI: 10.18848/2327-7955/CGP/v28i02/133-146 
 

The sociology of education has a crucial role in developing a more optimal and efficient education system. One of the major bottlenecks in the sociology of education is the educational gap. The sociology of education is a sociological analysis used to solve the main issues faced in the realm of education. The purpose of this study is to analyze social inequality in schools from the perspective of Islamic education sociology. The research approach uses qualitative research. This research was conducted at SDN Bhayangkara. The subject of this research is the teacher. Data collection techniques using observation, interviews, and documentation. Data analysis used data reduction, data display, and data conclusion verification. The results of the research can be concluded that social inequality also occurs not only in the community but in the educational environment this often occurs. SDN Bhayangkara is a public school located in the middle of the urban city of Yogyakarta. Students with various kinds of social, and economic status, parenting patterns, and different environments have resulted in social inequality in the school environment such as at SDN Bhayangkara. The application of the sociology of Islamic Education with counseling guidance, there is moral material, there is an example, there is punishment and religious activities. Through the application of the sociology of Islamic education, it is hoped that it can prevent social inequalities that occur in schools.

This article investigates how interaction with digital tools in Portuguese language classes impacts the development of reading and text production skills in Basic Education. The study analyzes, in particular, how such digital resources contribute to multiliteracies in school inclusion and the re-signification of assessment processes. A bibliographic research approach, with a qualitative methodology, was adopted, based on studies published between 2020 and 2025, organized into categories related to the pedagogical use of technologies, teacher mediation, Universal Design for Learning (UDL), and authentic assessment. The results indicated that virtual platforms, multimodal production tools, gamification resources, and artificial intelligence applications increase engagement, favor digital authorship, and can support students who are lagging behind, provided that the teacher acts with intentional planning and active methodologies. It was also evident that practices aligned with Universal Design for Learning and formative assessment enhance the participation of students with different profiles by offering multiple ways to access, express, and monitor their learning. It is concluded that technology, in isolation, does not transform the teaching of Portuguese; its effectiveness depends on teachers' digital competence, their ongoing training, and public policies that guarantee methodological conditions and pedagogical practices for a critical, inclusive, and equitable integration of digital resources.

Abstract. The article presents a scientific and methodological analysis of digital technologies in the context of inclusive education in general secondary education institutions. The theoretical and methodological foundations for the use of digital technologies within the system of psychological and pedagogical support for children with special educational needs are revealed. The functional purpose of digital tools of corrective and developmental orientation is substantiated, their main groups and pedagogical potential are identified. Emphasis is placed on the methodological features of implementing digital tools in corrective and developmental activities, and the specifics of their effective application are outlined. The purpose of the study is, based on a content analysis of psychological and pedagogical literature and familiarization with the experience of general secondary and preschool education institutions, to theoretically substantiate and describe the educational potential of digital technologies as an innovative resource for the development of inclusive education. The objectives of the study are to analyze scientific approaches to the problem of digitalization of inclusive education; to clarify the essence and content of the basic concepts of the research; to determine the pedagogical possibilities of digital technologies in ensuring accessibility and individualization of inclusive education; and to outline the main directions for the use of digital technologies in the practice of educational institutions implementing inclusive education. It is emphasized that digital technologies act as an innovative resource for the development and optimization of inclusive education due to the following factors: ensuring accessibility of educational content; implementation of the principles of individualization and universal design for learning; increasing the effectiveness of pedagogical support; and expanding opportunities for interdisciplinary interaction. It is proven that the purposeful use of digital tools contributes to the individualization of the educational process, increases motivation, and enhances the effectiveness of corrective and developmental work in an inclusive educational environment. Their systematic and pedagogically balanced implementation creates conditions for a qualitative transformation of the inclusive educational environment aimed at improving educational outcomes for students with special educational needs.

The practical use of universal design for learning (UDL) in inclusive learning environments is examined in this chapter. It seeks to provide educators and other educational stakeholders a thorough grasp of UDL and its advantages for learners from varied backgrounds, as it gives readers the skills necessary to develop inclusive learning environments by examining UDL ideas, implementation procedures, and design concerns. Equal access to education, student participation, and adaptable assessment techniques are among the major issues covered, which places a strong emphasis on the value of allowing students to express themselves in a variety of ways and encouraging motivation in all students. It also talks about creating inclusive physical and digital learning environments, encouraging teamwork, and assisting teachers in successfully using UDL. This chapter highlights UDL's difficulties and potential drawbacks in order to guide future advancements by offering advice and insights to educators working to establish inclusive learning environments.

Digital technologies are increasingly being used, reorganizing the educational process. Therefore, this study aims to report the experience of a workshop proposing the use of digital technologies in health education, building the concept of these technologies and using them with teachers from a technical nursing education institution in the city of João Pessoa, Paraíba. Methods: This research has a descriptive and qualitative approach, of the experience report type, of teachers of a technical nursing course. Results and discussion: During the development of the experience, the behaviors of teaching professionals in the technical nursing course and their speeches were observed, through gestures and actions of participation, cooperation, resistance and questioning. With this, motivation and effective participation in the construction of the possibility of using digital technology in the school environment in health and nursing were perceived. During the workshop, several questions arose about the negative and positive aspects of using digital technologies, such as: what is the ideal age for students to introduce technologies into the educational process? What should be done if the student, instead of participating in the activity with their smartphone, wants to access social networks, and also how to download, install and use apps, and in which activities could they be used, for example, the QR code reader or the cardboard? Conclusions: it is clear that the greatest return from this activity was the possibility for teachers to understand that using cell phones or technologies can be useful in the educational process.

Universal Design for Learning (UDL) is becoming increasingly popular at the university level as a means to bolster student success and achievement. Previous research has suggested that UDL, which highlights student choice, has many positive benefits for students. In particular, UDL may increase internal locus of control, the belief in one’s ability to influence outcomes in one’s life. However, the relationship between UDL, internal locus of control, and the perceived availability of choices in the classroom has not been empirically tested. The present study measured locus of control and the perceived number of instructor-provided options across several sections of Introductory Psychology, comparing courses that used a choice-infused UDL approach to traditional (non-UDL) approaches. Our results suggest that while implementation of UDL was associated with both a larger perception of choice and higher internal locus of control, students with high internal locus of control generally perceived more choices, regardless of UDL implementation. Implications for college-level instructors are discussed.

A significant contributor to student success is engagement in the school setting. Universal Design for Learning (UDL) can be a helpful framework for increasing student engagement and creating an inclusive environment for all learners. This study investigated the relationship between teachers' understanding and implementation of Universal Design for Learning (UDL) in support of student engagement at one low-performing elementary school in New England. Interviews, focus groups, and artifacts were collected from the participants in Cycle 1 about what teachers were doing to engage students and what they needed to further their skills. Based on teachers' needs, action steps were designed, implemented, and evaluated in Cycle 2. The action steps in Cycle 2 included forming a UDL Collaboration Club and creating a repository of resources for participants. Evaluating the results of the Action Research study included the analysis of field notes, analytical memos, meeting transcripts, and a group interview using in vivo coding to categorize themes. Participants provided critical feedback about the efficacy of the action step finding that the UDL Collaboration Club successfully provided an opportunity for collegial conversation about teaching and learning with UDL resulting in positive outcomes for the participants. The study concluded with four findings: Transformational Leadership is needed to effect change, informal collaboration time promotes learning and self-efficacy, participation in the UDL Collaboration Club positively influenced teachers' knowledge and implementation of UDL, and teachers' implementation of UDL positively affected classroom climate and student interest in learning. Implications for the organization included improvements in quality instruction, school processes, culture, teacher professional development, and positive student outcomes.--Author's abstract

Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning (UDL) constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. The difficulty is in all cases translating the UDL principles and guidelines into practice. Though the UDL policy context supports a shift to inclusion, professionals need more support to develop their practice. In order to bridge the gap between policies and practice the UDLnet network aspires to address this necessity collecting and creating good practices under the framework of Universal Design for Learning. This paper presents the UDLnet project, its aims, the methodological framework, as well as the envisaged themes. UDLnet is a European network that aims to contribute to the improvement of teachers' practice in all areas of their work, combining ICT skills with UDL-based innovations in pedagogy, curriculum, and institutional organization.

As of late, French immersion (FI) teachers have been encouraged to adapt their instruction to support the inclusion and success of students with learning difficulties. In particular, pedagogical concepts such as Universal Design for Learning (UDL) (National Center on Universal Design for Learning, 2014) and differentiated instruction (Tomlinson, 2004) have been promoted as means to do so. This study used observations of nine FI teachers’ classes with the view to exploring their adaptations for students with learning difficulties in hopes of identifying future professional development directions. The observations revealed that the FI teachers were aptly adapting their instruction for the class as a whole whereas they were less apt to modify for individual students. In order to further their inclusive practices, the FI teachers in this study would benefit from future professional development opportunities that focus on differentiating instruction for individuals and conversations about if and how teacher language choices can provide additional means of differentiation.

This study explores the impact of Project-Based Learning (PBL) and Universal Design for Learning (UDL) on English as a Second Language (ESL) acquisition, focusing on how these approaches influence student motivation, participation, and language proficiency. A quasi-experimental design was employed, with control and experimental groups, to assess the effectiveness of these methodologies. Data were collected through surveys, pre-and post-tests, and qualitative classroom observations. The results indicate that both PBL and UDL significantly enhance linguistic skills, particularly in reading, writing, and oral expression. These strategies also foster increased student engagement, motivation, and collaboration, contributing to a more dynamic and inclusive classroom environment. The study shows that the integration of PBL and UDL supports not only language development but also the creation of a supportive learning atmosphere that meets diverse educational needs. These findings underscore the potential of PBL and UDL to improve ESL instruction by encouraging active participation and collaborative learning. The study concludes with pedagogical implications, emphasizing the importance of professional development for educators in active and inclusive teaching strategies. It also suggests avenues for future research to refine the use of these methodologies in various educational contexts, ultimately aiming to enhance ESL outcomes across diverse linguistic and cultural settings.