Desenho universal para aprendizagem: uma abordagem para alunos com autismo em sala de aula

Abstract

Although Autism Spectrum Disorder (ASD) can be defined as a neurodevelopmental disorder, with deficits in communication and behavioral skills, the term spectrumportrays the enormous range of individual differences in these subjects. In the school environment, these differences tend to be evident, which may affectthe work of the teacher with the student. One of the intervention possibilities to facilitate the student's learning process with ASD is the Universal Design for Learning (UDL). UDL can be understood as a set of principles and strategies that relate to the school curriculum. Its purpose is to eliminate the barriers that hinder learning, contributing to the school inclusion of students, especially those who are the target audience of special education. In this sense, it acts as a facilitator of pedagogical practice. The aim of this paper is to discuss how DUA can assist learners with autism according to weak central coherence (WCC), executive function and theory of mind (ToM) theories. The importance of this approach is perceived from the narrative of the mother of an autistic child about the obstacles to her son's schooling and about the pedagogical practices that contributed to her educational path. The results point to the importance for teachers to know and take ownership of UDL, a tool that contributes to the school inclusion of students with autism and to a more equitable pedagogical practice.