Redesign of teaching material in perspective of Universal Design

Abstract

 This article presents the redesign of a teaching material for algebra, utilizing the principles of Universal Design. The professional responsible for the redesign is a bachelor in Graphic Expression, whose expertise is applied in the appropriate selection of physical properties of materials, such as strength, elasticity, and thermal insulation, as well as in ergonomics when developing optimal formats and sizes for each material, aiming for user comfort. Furthermore, the skills of the bachelor in Graphic Expression in three-dimensional modeling aid in the conception of teaching materials, allowing for testing with different models and rapid modifications without additional costs. By doing so, we expand upon a master’s level research that used a teaching material developed for teaching and learning polynomial operations, a topic within the Mathematics curriculum in primary education, with an application in a classroom where a visually impaired student attended, although all students participated in the activity, as envisioned by Universal Design. The research was funded through a universal call by the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). The methodology employed is qualitative, including semi-structured interviews with the visually impaired student, as well as the redesign of the teaching material based on the participant’s suggestions and Brazilian technical standards. It can be concluded that the redesigned material meets the criteria of a teaching material from the perspective of Universal Design. Additionally, it becomes evident that the bachelor in Graphic Expression possesses knowledge and skills that contribute to the development of accessible, efficient, and suitable teaching materials for students with disabilities. Therefore, this professional plays an important role in inclusive education, particularly in the production of teaching materials, and participates in multidisciplinary teams.