Ensino de Física para estudantes com Transtorno do Espectro do Autismo: o desenvolvimento de uma sequência de ensino fundamentada no Desenho Universal para a Aprendizagem

Abstract

The study presents a teaching sequence in Physics aimed at students with Autism Spectrum Disorder (ASD), developed based on the Universal Design for Learning (UDL) framework, which seeks to provide accessible education to all students, including those with Special Educational Needs (SEN). The research adopted a predominantly qualitative and exploratory approach, aiming to plan, apply, and evaluate a teaching sequence on the concepts of heat, temperature, and thermal sensation, according to UDL principles. The participants were students from a second-year high school class at a private school in the Agreste region of Pernambuco, which included a student with ASD. Data collection involved written records from students, a teaching journal, and audio recordings of the lessons. The results highlighted the importance of practical and contextualized activities, the positive impact of a welcoming environment on the learning of students with ASD, and the need to diversify assessment methods so that all students can express their knowledge appropriately. Thus, the study demonstrated that the Universal Design for Learning, although still relatively new and requiring further theoretical exploration, has great potential to promote more inclusive education.