ASSISTIVE TECHNOLOGIES IN TEACHING AND LEARNING MATHEMATICS FOR BLIND STUDENTS: INVESTIGATING THE PRESENCE OF UNIVERSAL DESIGN AND UNIVERSAL DESIGN FOR LEARNING

This article presents analyzes of stricto sensu researches that address assistive technologies in the teaching and learning of mathematics aimed at blind students. With that, it is verified if these resources are conceived in the perspective of Universal Design (DU) and, still, if the methodologies indicated in the research have approach of Universal Design for Learning (DUA). The research methodology is of a qualitative nature, being a systematic and integrative review research of the findings in different search sites, such as the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). The results demonstrate little amount of research in the DUA perspective. However, the practices that make use of the DUA enables blind students to effectively participate, with equity, in inclusive educational processes in the classroom environment.