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In the last decades, the context of the reorganization and resignification of inclusion emerges in an accelerated way there is a movement to reach the goals of an accessible education, in order to promote the elimination of barriers in order to meet the needs of all the students who attend it, which demands the creation of convenient circumstances, so that the students feel welcomed and involved, in an effective way, in educational activities. Thus, accessibility institutes important transformations in the design of the role and functions of higher education, seeking a way to develop efficient pedagogical practices that ensure the learning of all. In a perspective that adopting the new does not always mean repelling the old, we identify a model of education within a heterogeneous curricular conception recognizing the student subjects as protagonists of their destiny, as agents of change, motivated by interests and intentionalities. Therefore, it is imperative to rethink the use of assistive technology (the old model) within a larger context, that of universal design (the new model), promoting a better education for students, in this context, with different mechanisms of action.

O desenho universal na educação: novos olhares diante da inclusão do ser deficiente