Flexibilizar para incluir: contribuições do DUA e das adaptações curriculares no ensino de estudantes com TEA

Abstract

This Final Course Paper addresses the use of Universal Design for Learning (UDL), curricular adaptations, and curriculum differentiation as strategies for the inclusion of students with Autism Spectrum Disorder (ASD) in the early years of Elementary Education. The research aimed to analyze discussions concerning UDL and curricular adaptations in the schooling processes of students with ASD, seeking to understand how these approaches can contribute to overcoming educational barriers and promoting inclusive pedagogical practices. This is a qualitative, exploratory, and descriptive study developed through bibliographic and documentary research. The theoretical framework was based on studies related to inclusive education, teacher education, UDL, curricular adaptations, and public policies aimed at school inclusion. In addition, scientific productions published between 2015 and 2025 and available in the Brazilian Digital Library of Theses and Dissertations (BDTD) were analyzed. The results indicate that UDL and curricular adaptations constitute important strategies for promoting access, permanence, participation, and learning of students with ASD in mainstream education. The study also highlights the relevance of continuing teacher education, collaborative work among education professionals, and flexible pedagogical planning as fundamental elements for the development of inclusive practices. It is concluded that the effective implementation of school inclusion requires overcoming attitudinal and pedagogical barriers, recognizing students’ individual characteristics, and ensuring more equitable and meaningful learning opportunities.