DUA Como Estrategia Inclusiva en Aulas de Inglés a estudiante con TEA

Abstract

This research analyzes the implementation of strategies based on the fundamental principles of Universal Design for Learning (UDL) and how they promote the learning of English as a second language in students with Autism Spectrum Disorder (ASD). Taking into account the challenges and obstacles that students with ASD face, it also seeks to analyze the results reported in previous studies on the implementation of these strategies and to synthesize the pedagogical implications of the findings for teaching practice. After conducting a documentary review, it was evident that Universal Design for Learning constitutes a pertinent and necessary framework for teaching English as a foreign language to students with ASD since it promotes accessible, motivating, and equitable spaces. However, less limited and broader research designs are required, integrating the three principles. Additionally, many studies are limited to interviews and surveys with the stakeholders, so more specification is needed in the processes and results of the application of the strategies. In addition, greater teacher training is needed to make educational inclusion more effective.