DESENHO UNIVERSAL PARA A APRENDIZAGEM E INCLUSÃO EDUCACIONAL

POSSIBILIDADES PARA JOVENS E ADULTOS COM TRANSTORNO DO ESPECTRO AUTISTA NA EJA

Abstract

This article analyzes the contributions of Universal Design for Learning (UDL) as a pedagogical strategy for the inclusion of young people and adults with Autism Spectrum Disorder (ASD) in the context of Youth and Adult Education (YAE). The study is grounded in the understanding of YAE as a public policy with a reparative and emancipatory function, oriented toward the promotion of citizenship and the guarantee of the right to lifelong education. The presence of students with ASD in this modality highlights the need to overcome homogeneous pedagogical practices and rigid curricula that have historically produced exclusion. The discussion is based on theoretical contributions from inclusive education, popular education, and critical curriculum studies, articulated with the principles of UDL, which propose multiple means of engagement, representation, and expression in the teaching-learning process. Methodologically, this is a narrative literature review, drawing on open-access academic publications and scientific articles, as well as normative documents that guide Brazilian educational policies. The analysis indicates that UDL constitutes a coherent approach aligned with the principles of equity and inclusion, as it anticipates pedagogical barriers and expands opportunities for participation and learning. It is concluded that incorporating UDL into YAE pedagogical practices contributes to the construction of more accessible, democratic educational environments committed to social justice.