学习的通用设计:一个更具包容性的学校的教学-学习-评估规划

IF 0.1 Q4 EDUCATION & EDUCATIONAL RESEARCH
Rita Bonança, Cristiana Madureira, Louise Lima
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引用次数: 0

摘要

全纳教育的主要目的是确保每个学生在上学的任何时候都有平等的机会。自2018年以来,葡萄牙一直是一个先锋国家,因为在法律层面上引入了关于包容性的变化,用新的实践和差异化的教学方法绘制了新的课程,以克服每个学生学习课程的障碍。本文旨在阐明通用学习设计(UDL)的假设和课堂教学评估的原则。在与理论和实践的对话中提出了一项贡献,以面对在DUA预算的概念化及其运作方面可能持续存在的困难。为此,在公平和包容原则的基础上,提出了提高教与学评估策略质量的参考和规划。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Universal Design for Learning: Planning Teaching-Learning-Assessment for a More Inclusive School
The main purpose of inclusive education is to ensure equal opportunities, for each and every student, at any time of their schooling. Since 2018, Portugal has been a pioneer country due to the changes introduced, at the legal level, regarding inclusion, charting a new course with new practices and differentiated pedagogical methodologies, in order to overcome the barriers to learning in the access to the curriculum for each student. This article aims to articulate the assumptions of the Universal Design for Learning (UDL) and the principles of a pedagogical evaluation in the classroom context. A contribution is presented in dialogue with theory and practice to face the difficulties that may persist in the conceptualization of DUA budgets and their operationalization. To this end, references and plannings are proposed, as possibilities, to raise the quality of teaching-learning assessment strategies, based on the principle of equity and inclusion.
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来源期刊
Cadernos Educacao Tecnologia e Sociedade
Cadernos Educacao Tecnologia e Sociedade EDUCATION & EDUCATIONAL RESEARCH-
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审稿时长
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