APPLICATION OF BLOOM’S TAXONOMY IN INCLUSIVE LEARNING PLANNING

Abstract

This study aims to analyze the application of Bloom’s Taxonomy in inclusive learning planning, identifying pedagogical strategies that meet the needs of students with different levels of cognitive abilities. The research was conducted through an integrative literature review with a qualitative and exploratory-descriptive approach, encompassing studies published between 2015 and 2025 in the SciELO, ERIC, and CAPES Journals databases. The results showed that Bloom’s Taxonomy significantly contributes to the progressive organization of learning objectives, supporting pedagogical adaptation in inclusive contexts. It was found that the taxonomy assists in the personalization of teaching, especially for students with intellectual disabilities, ASD, ADHD, and learning difficulties, enabling the use of multimodal strategies, cognitive accessibility, and curricular flexibility. The study also identified alignment between the taxonomy and Brazilian public policies, such as the LDB, BNCC, and the Special Education Guidelines, reinforcing its role as an instrument that promotes educational equity. Therefore, the findings demonstrate that Bloom’s Taxonomy constitutes a robust and effective tool for guiding instructional planning, enabling pedagogical practices that are more responsive to diversity and committed to ensuring learning for all students.