Resumo

CARDOSO VILLACORTA, Flora  e  VILLAFUERTE ALVAREZ, Carlos Alberto. Importance of pedagogical practices to address diversity in college students: Systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.34, pp.1913-1922.  Epub 25-Jul-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i34.842.

This theoretical study explores the effectiveness of inclusive pedagogical practices focused on Universal Design for Learning (UDL), with the aim of identifying how these approaches can facilitate accessible educational environments for all. A systematic review was conducted by selecting publications between 2010 and 2023 from databases such as Scopus, SciELO, PubMed and ERIC, using descriptors such as “inclusive education”, “Universal Design for Learning”, and “inclusive pedagogical practices”, with the search equation (inclusive education) AND (Universal Design for Learning) AND (inclusive pedagogical practices). Studies that did not focus directly on these criteria or that lacked methodological clarity were excluded. In total, 20 theoretical studies were analyzed, where UDL could significantly improve accessibility in education. However, limitations such as lack of resources and resistance to change were identified as prevalent barriers. These theoretical results reinforce the need for educational policies that promote inclusion and educational equity, aligned with the objectives set out in this research.

Palavras-chave : Universal Design for Learning (UDL); Diversity; Inclusive education; Teacher training; Inclusive pedagogical practices.