Este estudo tem como objetivo investigar a Tecnologia Assistiva (TA) e o Desenho Universal da Aprendizagem (DUA) para apoiar a prática pedagógica. A análise envolve os princípios do DUA, que busca criar ambientes de ensino flexíveis e adaptáveis, em conexão com a TA que pode ser incorporada de forma sinérgica para atender às necessidades individuais dos estudantes. A justificativa para a abordagem desse tema está respaldada pela necessidade de apoiar professores na utilização de práticas inclusivas e, assim, de criar ambientes educacionais que sejam igualmente eficazes para todos os estudantes, independentemente de suas diferenças individuais. Para atingir os objetivos propostos, o estudo caracteriza-se por meio de pesquisa bibliográfica, onde realizou-se um levantamento no portal de periódicos da CAPES e no Google Acadêmico, a fim de buscar na literatura pertinentes autores que discutem sobre TA e o DUA no contexto do apoio a prática pedagógica inclusiva.
This study aims to reflect on Assistive Technology (AT) and Universal Learning Design (UDL) to support inclusive pedagogical practice. In this context, AT is understood as a mediator of the educational process, involving the creation of an environment that meets the needs of individuals, adapting the physical environment and tasks according to their specificities. In this sense, technology is used as a tool that contributes to human development and the effective inclusion of all students. The UDL, through its principles and strategies, aims to allow all students to have equal access to teaching and learning, regardless of their cognitive and intellectual capabilities. Thus, it is justified that the approach to this topic is supported by the need to support teachers in the use of inclusive practices and, in this way, create educational environments that are equally effective for all students, regardless of their individual differences. To achieve the proposed objective, the study is characterized by bibliographical research, in order to search in the relevant literature, authors who discuss AT and UDL in the context of supporting inclusive pedagogical practice.
