Students with autism spectrum disorder and DUA as a strategy of educational inclusion

Abstract

Introduction: The incorporation of the Learning Universal Design to the state legislation, the increase of students with autism spectrum disorder and the need to satisfy their educational and social progress make these theoretical and practical frameworks able to help the educational. Methodology: The present study intends to make a systematic review of the educational proposals DUA put into practice with TEA students in regular classes. For the process of review, the list of verification of 2020 of PRISMA Statement has been taken into account. Results: The results are not generalizable due to the fact that it’s still a new subject with short bibliography but all available evidence indicates that these methods will be more inclusive, accessible and respectful with TEA students. Discussions: The development of research lines where DUA proposals, applied with TEA students in the class, are included could progress towards more inclusive didactic models that respect the involvement and progress of these students. Conclusions: The Learning Universal Design can improve the incorporation of TEA students in regular classes, and also strengthen their involvement and social development, but it’s necessary to carry out systematic proposals and teacher training.