ARQUITETURA DA APRENDIZAGEM UNIVERSAL E EDUCAÇÃO INCLUSIVA: CAMINHOS À EQUIDADE ACADÊMICA PARA ESTUDANTES AUTISTAS

ABSTRACT The inclusion of autistic students in higher education is a process that requires pedagogical adaptations based on the principles of neurodiversity and an understanding of the cognitive and behavioral particularities of this group. From a biopsychosocial perspective, the article discusses the importance of the academic environment as a modulating factor in the socioemotional development and self-regulation of these students. Strategies based on the Architecture of Universal Learning are analyzed, with a focus on neural plasticity and the theory of embodied cognition, to ensure accessible and flexible methodologies. In addition, the article explores the applicability of public policies and institutional guidelines in promoting educational equity, highlighting the need for psych pedagogical support and academic mediation to minimize attentional and sensory barriers. It is concluded that the construction of an inclusive higher education must integrate emotional, cognitive and environmental aspects, providing learning experiences that favor the autonomy and psychological well-being of autistic students. Keywords: Neurodiversity; Embodied cognition; Neural plasticity; Emotional self-regulation; Academic accessibility.