RECURSO DIDÁTICO ADAPTADO DIRECIONADO À INCLUSÃO DE ALUNO COM TEA NA EDUCAÇÃO INFANTIL À LUZ DO DUA

Abstract

The central theme of this work is the organization of pedagogical work in nurseries aimed at including students with Autism Spectrum Disorder (ASD), using UDL as a guide for pedagogical practice. The guiding question is: How can Universal Design for Learning (UDL) contribute to the analysis and (re)organization of pedagogical work in nurseries (from 0 to 3 years old) aimed at students with ASD? Its general objective is to analyze the planning of inclusive pedagogical work in relation to students with ASD in a nursery (from 0 to 3 years old) in a municipal school in Ariquemes in the light of the principles of UDL. As for the method, it adopts survey research complemented by documentary analysis, in which we used the following instruments for data collection: structured questionnaire, classroom observation, analysis of the School Pedagogical Project, the teacher's lesson plan related to the planning of activities and the process of inclusion of the student with ASD. Content analysis was used to interpret the data, which allowed the data to be organized into three categories: a) analysis of the school's PP; b) profile of the participant and the student with ASD; c) analysis of lesson plans and observation; d) reorganization of teaching and development of teaching resources based on the DUA. Among the main results and discussion, we observed a teacher's difficulties regarding the process of including a student with ASD in the classroom, added to the lack of planning and implementation of inclusive pedagogical practices. Based on this, the DUA approach was identified, which made it possible to reorganize the teacher's teaching proposal, together with the use of an adapted didactic resource aimed at broadening the possibilities of access to content, action and expression of learning, as well as diverse forms of participation and engagement during activities. It can be seen that the principles of DUA help teachers to develop a plan based on the learning needs of students with ASD, to offer inclusive teaching strategies and to use teaching resources that favor access to student learning.