Teaching strategy for the inclusion of students with Autism Spectrum Disorder in the third year of basic education

Abstract

Introduction: Inclusive education is an essential principle to ensure equity and participation for all students, especially those with Autism Spectrum Disorder (ASD). This study analyzes the effectiveness of a teaching strategy aimed at integrating students with ASD in the third year of basic education, based on Universal Design for Learning (UDL) and active methodologies that favor the adaptation of the school environment to their particular needs. Materials and methods: Using a mixed methodological approach, instruments such as checklists, Likert-type surveys, and semi-structured interviews with teachers, parents, and students were applied. Results: The findings reflect that the implementation of inclusive strategies significantly increased the participation and social interaction of students with ASD in the classroom, promoting a more accessible and welcoming environment. Discussion: Validation with experts, through the Delphi method, confirmed the relevance of these strategies and highlighted the importance of strengthening teacher training in inclusive education. It is concluded that the incorporation of UDL-based teaching strategies contributes to the effective inclusion of students with ASD, facilitating their social integration and development in the school environment. Conclusions: The systematic implementation of these methodologies in the educational curriculum and the promotion of teacher training programs are recommended to consolidate a more inclusive and equitable education.