Universal Design for Learning in Early Childhood Education Settings: Teachers’ Conceptions and Practices in a Municipal School of São Paulo

Abstract

Objective: To investigate teachers’ conceptions and practices related to Universal Design for Learning (UDL) in a municipal early childhood education school in the city of São Paulo, focusing on work with children aged 4 to 6 years, including those with Autism Spectrum Disorder (ASD).

Method: This is a descriptive study with a qualitative approach, consisting of a literature review and field research. Data were collected through a questionnaire administered to teachers and school administrators, containing both objective and open-ended questions regarding knowledge and application of UDL.

Results: The analysis revealed that, although UDL is mentioned in teacher training programs, it is applied intuitively and in a poorly systematized manner. Most participants demonstrated limited knowledge about the concept and its principles. Some spaces and practices that partially align with UDL were identified, such as classroom “corners,” the use of multimedia, and outdoor areas.

Conclusion: There is a lack of consistent continuing education on UDL, which hinders its full implementation in early childhood education practices. The importance of systematic training initiatives, articulated with school routines and grounded in solid theoretical foundations, is reinforced to promote truly inclusive education.