O DESENHO UNIVERSAL PARA A APRENDIZAGEM E O ACESSO AO CONHECIMENTO DO ESTUDANTE AUTISTA NO ENSINO MÉDIO

Abstract

With the present research, we aim to investigate how Universal Design for Learning (UDA) can favor access to knowledge for autistic high school students. Autism, from the perspective of neurodiversity, is a human condition that, due to its neurocognitive variations, registers different ways of being and being in the world, which can be understood as unconventional. At school, teachers are challenged to promote the social development of autistic students, as well as access to curriculum and academic content. In this context, the DUA presents itself as a set of possibilities, techniques and strategies that seek to expand the learning of students with or without disabilities; reaching the greatest possible number of learners, universalizing the construction of knowledge. The research is justified because the DUA has been a great reference to promote inclusive pedagogical practices and, certainly, it will be able to favor the access to academic knowledge of students with ASD in High School and throughout Basic Education. This is a research with a qualitative approach, with a bibliographic review, having as a partial theoretical contribution the works: National Policy on Special Education in the Perspective of Inclusive Education (PNEEPEI) (BRASIL, 2008), RIOS, C; FEIN, E. 2019. BORGES, A; SCHMIDT, C. 2021. As a partial conclusion, we reflect on the need to eliminate pedagogical barriers that aim to expand the development opportunities of each student, proposing accessible teaching strategies through continuous pedagogical planning.