Um estudo sobre o desenho universal da aprendizagem e o estudante com Transtorno de Espectro Autista

• Autor(a) principal: Tsuchiya, Amanda Matheus
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/234687
• topic: Autism spectrum disorders; Pedagogical practices; Pedagogical accessibility; Inclusion; Learning; Aprendizagem; Transtorno do Espectro Autista; Práticas pedagógicas; Acessibilidade pedagógica; Inclusão; Inclusão escolar

The Universal Design of Learning (DUA) has as principles: (1) to provide multiple means of involvement, (2) representation, (3) of action and expression, with the objective of reducing/eliminating pedagogical barriers, involving the design and development of environments and products that can be used by as many people as possible, reducing the need for further adaptations and promoting a more inclusive and accessible education. Based on the assumption that students with Autism Spectrum Disorder (ASD) and their peers can be positively contemplated by the principles that guide the DUA, and practices resulting from it, this research intends, through a systematic review of the literature, to analyze articles, dissertations and theses published between the years 2020 and 2021, which deal with the theme of the DUA and its possible contributions to students with ASD, inserted in different levels of education, seeking to identify the pedagogical practices possible to be used to promote inclusion and pedagogical accessibility. It is concluded that, although research on the subject is recent in Brazil, there are relevant studies published, with a relatively wide literature review, and experience reports and case studies pointing out the possibilities and limits of the DUA, which can support new pedagogical practices, favoring teaching-learning processes.