<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000300027</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.57044</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESENHO UNIVERSAL PARA APRENDIZAGEM: uma abordagem para alunos com autismo em sala de aula]]></article-title>
<article-title xml:lang="es"><![CDATA[DISEÑO UNIVERSAL PARA EL APRENDIZAJE: un enfoque para estudiantes con autismo en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[UNIVERSAL LEARNING DESIGN: an approach for students with autism in the classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Adriana Araújo Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[Carlo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>66</numero>
<fpage>27</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000300027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000300027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000300027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Embora o Transtorno do Espectro do Autismo (TEA) possa ser definido como um transtorno do neurodesenvolvimento, com déficits nas habilidades de comunicação e comportamento, o termo espectro retrata a enorme gama de diferenças individuais desses sujeitos. No ambiente escolar, essas diferenças tendem a ser evidenciadas, o que pode impactar no trabalho do professor com o aluno. Uma das possibilidades de intervenção para facilitar o processo de aprendizagem de educandos com TEA é o Desenho Universal para Aprendizagem (DUA). O DUA pode ser compreendido como um conjunto de princípios e estratégias que se relacionam com o currículo escolar. Sua finalidade é eliminar as barreiras que impedem o aprendizado, contribuindo para a inclusão escolar dos alunos, principalmente aqueles que constituem o público-alvo da educação especial. Nesse sentido, atua como facilitador da prática pedagógica. O objetivo desse artigo é discutir como o DUA pode auxiliar os aprendizes com autismo de acordo com as teorias da coerência central, das funções executivas e da teoria da mente (ToM). A importância dessa abordagem é percebida a partir da narrativa da mãe de um aluno com autismo sobre os entraves da escolarização do filho e sobre as práticas pedagógicas que contribuíram em seu percurso educacional. Os resultados apontam para a importância de que os professores conheçam e se apropriem do DUA, uma ferramenta que contribui para a inclusão escolar dos alunos com autismo e para uma prática pedagógica mais equitativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Although Autism Spectrum Disorder (ASD) can be defined as a neurodevelopmental disorder, with deficits in communication and behavioral skills, the term spectrum portrays the enormous range of individual differences in these subjects. In the school environment, these differences tend to be evident, which may affect the work of the teacher with the student. One of the intervention possibilities to facilitate the student's learning process with ASD is the Universal Design for Learning (UDL). UDL can be understood as a set of principles and strategies that relate to the school curriculum. Its purpose is to eliminate the barriers that hinder learning, contributing to the school inclusion of students, especially those who are the target audience of special education. In this sense, it acts as a facilitator of pedagogical practice. The aim of this paper is to discuss how DUA can assist learners with autism according to weak central coherence (WCC), executive function and theory of mind (ToM) theories. The importance of this approach is perceived from the narrative of the mother of an autistic child about the obstacles to her son's schooling and about the pedagogical practices that contributed to her educational path. The results point to the importance for teachers to know and take ownership of UDL, a tool that contributes to the school inclusion of students with autism and to a more equitable pedagogical practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Aunque el trastorno del espectro autista (TEA) puede definirse como un trastorno del neurodesarrollo, con déficits en la comunicación y las habilidades conductuales, el término espectro describe la enorme variedad de diferencias individuales en estos sujetos. En el ámbito escolar, estas diferencias suelen ser evidentes, lo que puede impactar en el trabajo del docente con el alumno. Una de las posibilidades de intervención para facilitar el proceso de aprendizaje de los estudiantes con TEA es el Diseño Universal para el Aprendizaje (DUA). La DUA puede entenderse como un conjunto de principios y estrategias que se relacionan con el currículo escolar. Su propósito es eliminar las barreras que dificultan el aprendizaje, contribuyendo a la inclusión escolar de los estudiantes, especialmente aquellos que son el público objetivo de la educación especial. En este sentido, actúa como facilitador de la práctica pedagógica. El propósito de este artículo es discutir cómo DUA puede ayudar a los estudiantes con autismo de acuerdo con las teorías de coherencia central, función ejecutiva y teoría de la mente (ToM). La importancia de este enfoque se percibe a partir de la narrativa de la madre de una alumna con autismo sobre las barreras para la escolarización de su hijo y sobre las prácticas pedagógicas que contribuyeron a su trayectoria educativa. Los resultados apuntan a la importancia de que los docentes conozcan y se apropien de la DUA, una herramienta que contribuye a la inclusión escolar de los estudiantes con autismo y a una práctica pedagógica más equitativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[desenho universal para aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[autismo]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[currículo.]]></kwd>
<kwd lng="en"><![CDATA[universal design for learning]]></kwd>
<kwd lng="en"><![CDATA[autism]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[curriculum.]]></kwd>
<kwd lng="es"><![CDATA[diseño universal para el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[autismo]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[currículo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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