Recommendations for building games from a Universal Design perspective in the school environment

• DOI: https://doi.org/10.22533/at.ed.558542505023

• Palavras-chave: Inclusive education. Mathematics. Early Childhood Education. Primary Education - Early Years. Universal Design for Learning.

• Keywords: Inclusive education. Mathematics. Early Childhood Education. Primary Education - Early Years. Universal Design for Learning.

• Abstract:

  This study proposes recommendations for teaching practice, in an inclusive approach, in the construction of mathematical games using Universal Design for Learning as a methodological approach. To this end, it analyzes two studies, one applied to Early Childhood Education and the other to Elementary School - Early Years, which indicate that games built from the Universal Design perspective promote active learning and mathematical skills. It was possible to verify that redesigning games to make them accessible to all students, including those with visual or hearing impairments, reinforced the commitment to school inclusion. With this, the recommendations provide guidance for educators to create equitable learning environments, stimulating the integral development of students.