Lesson Study and the Constructionist, Contextualized, and Meaningful approach to facilitate Universal Design for Learning implementations

Silvia de Souza Lima, C., Tomoe Moriya Schlünzen, E., Bracken, Seán ORCID: https://orcid.org/0000-0002-3417-4899 and Schlünzen Junior, K. Lesson Study and the Constructionist, Contextualized, and Meaningful approach to facilitate Universal Design for Learning implementations. Revista Brasileira de Estudos Pedagógicos (Brazilian Educational Review). pp. 1-23. ISSN e-ISSN: 2176-6681; ISSN (impresso): 0034-7183 (Submitted)

Abstract

Inclusion is a process through which society and education collaborate to value people's differences, recognize their abilities, and restructure their organization by utilizing various technological resources to bring out the potential of each individual. This paper outlines and discusses how the Lesson Study professional development methodology, grounded in the Constructionist, Contextualized, and Meaningful (CCM) approach, along with the Universal Design for Learning (UDL) framework, can support teachers in promoting inclusive education. It presents the theoretical assumptions and the pathways researchers have taken to train future teachers, support educators' continuous professional development in the Brazilian context, and build inclusive education through educational actions, academic initiatives, and scientific research. The study suggests that the combined use of Lesson Study and the CCM approach, supported by the UDL framework, fosters effective inclusive teaching practices that address the diverse needs of all students within inclusive educational settings. Furthermore, the results demonstrate that the intentional integration of CCM approach and UDL as facilitative conceptual frameworks, alongside using Lesson Study as an iterative process for professional development, establishes the conditions necessary for inclusive education to flourish.

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