Mapeando práticas docentes de professores para a inclusão de alunos com o transtorno do espectro autista nas salas de aulas regulares

Abstract

Autism Spectrum Disorder (ASD) can be defined as a neurodevelopmental disorder, with deficits in communication skills and behavior, but on the spectrum there is a huge range of individual differences between these subjects. In the school environment, these differences tend to be evidenced, which can impact the teacher's practice, therefore in the teaching-learning process. One of the intervention possibilities to facilitate the learning process of these students with ASD is the Universal Design for Learning (UDA). DUA is an approach based on modern neuroscience and can be understood as a set of principles and strategies that seek to minimize learning barriers and maximize the experience and knowledge of all students present. Its purpose, in addition to providing a meaningful teaching-learning process, is to contribute to the school inclusion of students, especially those who are the target audience of special education, including students with ASD. In this sense, it acts as a facilitator of pedagogical practice. The objective of this work is to analyze the pedagogical practices reported by teachers who work with students on the spectrum in regular classrooms, using the UDL as an analytical tool. The approach of this approach is perceived from the approximations and distances of the UDL principles with the related and most popular practices to meet the needs of students with ASD, how to point out the results. In this sense, we point out the importance of teachers knowing and appropriating the UDL, as it presents itself as a tool that contributes to the school inclusion of students with ASD and to a more equitable pedagogical practice.