Universal Design for Learning: Psychopedagogical strategies for the inclusion of students with Autism Spectrum Disorder

Abstract

This study aimed to analyze how Universal Design for Learning (UDL) is used as a psychoeducational strategy to support the educational inclusion of students with autism spectrum disorder (ASD). It also examined the impact of UDL on academic performance, participation, and teachers' perceptions, while simultaneously identifying the foundations of UDL and the most relevant methodological techniques in inclusive educational contexts. The research employed a qualitative approach with a descriptive, non-experimental design. Data collection methods included document review, direct observation of students with ASD, and semi-structured interviews with teachers acting as tutors. The instruments used included a document review guide, an observation form, and an interview guide, all validated by specialists in the field. The sample consisted of six students diagnosed with ASD and five teacher tutors. The findings indicate that the application of Universal Design for Learning (UDL) enhances the participation, understanding, and motivation among students with ASD, especially with the use of visual support, organized tasks, and flexible methodological adjustments. Furthermore, teachers believe that UDL promotes inclusion, although they also point out limitations such as a lack of specific training, resources, and time within institutions. In summary, Universal Design for Learning is an important educational strategy for improving the school inclusion of students with ASD. Overall, it is essential to strengthen ongoing teacher training and institutional support to ensure effective and lasting implementation that contributes to a more inclusive and equitable education.