Applying the principles of Universal Design for Learning (UDL) in Programming Education

Abstract

Abstract. This article discusses how the principles of Universal Design for Learning (UDL) can be applied to promote inclusion, engagement, and accessibility in software development education. Traditional methods often fail to address student diversity, creating barriers to understanding and active participation. As part of an ongoing teaching project at a public higher education institution, this study presents a case report on the adaptation of a lesson plan and instructional materials for the Programming Language course (PL) in the Bachelor's degree in Information Systems (BIS), based on the UDL approach. The research adopts a qualitative methodology grounded in Design Science Research (DSR) and applies strategies aligned with UDL, such as multiple means of representation, expression, and engagement in the implemented teaching material. The experience revealed greater flexibility in how students express their learning, reinforcing the potential of the approach to foster inclusion in programming education, an important topic in software engineering. Therefore, the article presents suggestions for UDL-based adaptations and the development of lesson plans and didactic materials that can contribute to more inclusive and innovative learning environments, aligned with inclusive education best practices.