Banca de DEFESA: LAYS GABRIELLY DE OLIVEIRA FARIAS

MAPPING TEACHER´S PRACTICES FOR THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER

 IN REGULAR CLASSES

Universal Design for Learning; Pedagogical Practices; Autism Spectrum Disorder.

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 of teachers who work with students on the spectrum in regular classrooms, using the UDL as an analytical tool. The relevance of this approach is perceived from the approximations of the UDL principles with the reported and most appropriate practices to meet the needs of students with ASD, as shown by the results. Therefore, we understand 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.