O ensino de Matemática e o Desenho Universal: a aprendizagem significativa de estudantes com Transtorno do Espectro Autista nos Anos Iniciais do Ensino Fundamental

Abstract

The work presented here is the result of a PhD research that had the following guiding question: what are the contributions to the meaningful learning of mathematical content that Universal Design for Learning offers to students with Autism Spectrum Disorder in the Early Years of Elementary School? In order to identify, analyze and describe the contributions that UDL has the potential to offer to the meaningful learning of Mathematics by students with ASD in the Early Years of Elementary School, qualitative research was carried out, based on bibliographic research of the Meta-analysis type. This process made it possible to obtain an overview of the research already developed on the study themes, access to the theoretical framework necessary to deepen knowledge, the contribution to the production of new understandings and, consequently, the answer to the guiding question and achievement of the proposed objectives. Through the theoretical development regarding the foundations and concepts of Mathematics Education in the educational process in the Early Years of Elementary School, from the perspective of Mathematics Education, considerations about the learning process, Universal Design for Learning and Autism Spectrum Disorder, it was evidenced that UDL can contribute to the learning of students with ASD in the Early Years of Elementary School. To support this finding, a correlation was made between the processes for constituting and implementing a learning environment based on UDL and the characteristics inherent to Autism Spectrum Disorder.