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Desenho Universal para a aprendizagem no ensino das ciências com um aluno com perturbação do espetro do autismo e incapacidade intelectual
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Resumo(s)
O presente estudo analisa a aplicação dos princípios do Desenho Universal para a
Aprendizagem (DUA) e da Abordagem Multinível (AM) no ensino das Ciências a um aluno
com Perturbação do Espetro do Autismo (PEA) e incapacidade intelectual, enquadrandose
no paradigma da educação inclusiva consagrado pelo Decreto-Lei n.º 54/2018.
Pretendeu-se compreender de que forma a planificação e implementação da
aprendizagem substitutiva Ciências para Todos, baseada nestes modelos, poderia
promover o desenvolvimento da literacia científica, da autonomia e da participação ativa
do aluno.
A investigação segue uma abordagem qualitativa, recorrendo ao estudo de caso como
metodologia central. O trabalho foi desenvolvido numa escola secundária com 3.º ciclo,
não agrupada, com recolha de dados através de observação participante, grelhas de
registo e diário de bordo. As atividades implementadas centraram-se em experiências
laboratoriais adaptadas, nomeadamente “Os micro-organismos e os hábitos de higiene”
e “A fermentação láctea”.
Os resultados evidenciam melhoria do envolvimento, da motivação e da compreensão de
conceitos científicos, bem como aumento da autonomia e da capacidade de comunicação.
A análise confirma a relevância da afetividade e da flexibilidade curricular como
mediadores da aprendizagem significativa, reforçando o papel complementar do DUA e
da AM na operacionalização da escola inclusiva.
Conclui-se que a articulação entre estes dois modelos pedagógicos constitui uma via
eficaz para tornar o ensino das Ciências acessível, equitativo e transformador para todos
os alunos.
This study examines the application of the Universal Design for Learning (UDL) and the Multi-Tiered System of Support (MTSS) frameworks to science education for a student with Autism Spectrum Disorder (ASD) and intellectual disability, within the inclusive education paradigm established by Portuguese Decree-Law No. 54/2018. The main objective was to understand how the design and implementation of the substitute learning Science for All, grounded in these pedagogical models, could promote the development of scientific literacy, autonomy, and active participation. A qualitative approach was adopted, using a case study as the core research method. The study was conducted at an independent secondary school with a 3rd cycle, with data collected through participant observation, observation grids, and a research diary. The implemented activities involved adapted laboratory experiments, namely “Microorganisms and Hygiene Habits” and “Lactic Fermentation.” Findings revealed a notable improvement in engagement, motivation, and understanding of scientific concepts, as well as increased autonomy and communication skills. The analysis highlighted the importance of affectivity and curricular flexibility as mediators of meaningful learning, confirming the complementary role of UDL and MTSS in the operationalization of inclusive education. It is concluded that the articulation of these two pedagogical models constitutes an effective pathway to make science education more accessible, equitable, and transformative for all learners.
This study examines the application of the Universal Design for Learning (UDL) and the Multi-Tiered System of Support (MTSS) frameworks to science education for a student with Autism Spectrum Disorder (ASD) and intellectual disability, within the inclusive education paradigm established by Portuguese Decree-Law No. 54/2018. The main objective was to understand how the design and implementation of the substitute learning Science for All, grounded in these pedagogical models, could promote the development of scientific literacy, autonomy, and active participation. A qualitative approach was adopted, using a case study as the core research method. The study was conducted at an independent secondary school with a 3rd cycle, with data collected through participant observation, observation grids, and a research diary. The implemented activities involved adapted laboratory experiments, namely “Microorganisms and Hygiene Habits” and “Lactic Fermentation.” Findings revealed a notable improvement in engagement, motivation, and understanding of scientific concepts, as well as increased autonomy and communication skills. The analysis highlighted the importance of affectivity and curricular flexibility as mediators of meaningful learning, confirming the complementary role of UDL and MTSS in the operationalization of inclusive education. It is concluded that the articulation of these two pedagogical models constitutes an effective pathway to make science education more accessible, equitable, and transformative for all learners.
Descrição
Palavras-chave
Desenho Universal para a Aprendizagem Abordagem Multinível Educação Inclusiva Ensino das Ciências Perturbação do Espetro do Autismo Universal Design for Learning Multi-Tiered System of Support Inclusive Education Science Teaching Autism Spectrum Disorder