DEVELOPMENT OF A METATEXTUAL PEDAGOGICAL RESOURCE BASED ON UNIVERSAL DESIGN FOR LEARNING FOR THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This article addresses the use of a metatextual resource in the inclusion process of students with Autism Spectrum Disorder (ASD), based on the principles of Universal Design for Learning (UDL). It originates from the identified gap between the analysis and the development of adapted resources grounded in UDL principles for reading and comprehension of children’s narratives using the metatextual concept for students with ASD. Therefore, the study is guided by the following research question: To what extent does Universal Design for Learning (UDL) support the adaptation of stories as metatextual pedagogical resources for the inclusion of students with Autism Spectrum Disorder (ASD)? This question is relevant due to the significant gap observed in text comprehension in the early and final years of Elementary School I, especially among children requiring higher levels of support or experiencing communication difficulties. Thus, the main objective of this qualitative study was to develop an adapted metatextual pedagogical resource based on a children’s story aimed at the inclusion of students with ASD, grounded in UDL principles. The research adopted a development research approach, involving students with ASD enrolled in Elementary School I. Data collection included participant observation, literature review, and analysis of theoretical sources. Data were interpreted through content analysis and organized into three categories.The main results and discussion highlight:(a) Scientific evidence on the use of metatextual resources for students with ASD and/or literacy processes: five scientific articles were identified presenting significant contributions, demonstrating how technological resources can facilitate Portuguese language learning by proposing activities that replace traditional methods, increasing students’ interest and concentration. These findings enable a better understanding of the challenges and possibilities of addressing linguistic issues with students who present nonverbal or atypical communication or socialization difficulties;(b) Development of the adapted metatextual pedagogical resource: it presents the elements adopted for adapting the work The Giving Tree into a pedagogical resource with simplified illustrations and textures, making the narrative more accessible to students with ASD and promoting interaction and the development of learning skills;(c) Teaching proposal with strategies for metatextual reading in educational settings based on the adapted pedagogical resource: it proposes a didactic sequence for using the resource to foster reading among students with different levels of support needs. The proposal incorporates the three UDL principles: multiple means of engagement during activities, multiple means of representation of content, and multiple means of action and expression of learning, fostering comprehension of children’s narratives.