INCLUSIVE CURRICULUM IN DISTANCE LEARNING

Abstract

This study addressed inclusion in the context of Distance Education (EAD), focusing on how EAD courses can be structured to ensure the inclusion of students with various educational needs, especially those with disabilities. The central issue was understanding how to ensure the effective inclusion of these students in the digital learning environment. The general objective was to analyze the structuring of inclusive curricula and pedagogical strategies in EAD, aiming to promote an accessible environment for all students. The methodology used was bibliographic research, based on academic works on the topic, which provided an overview of inclusive practices and challenges in EAD. The development of the study involved the analysis of inclusive curricula, the use of assistive technologies, active methodologies such as gamification, and teacher training. The final considerations indicated that to ensure effective inclusion, it is necessary to rethink the curriculum, adopt new methodologies, and invest in accessible technologies. Additionally, the importance of continuous teacher training and the creation of policies that ensure equal access to learning were emphasized. The study also pointed out the need for further research on the practical implementation of these strategies.