Impulsando la inclusión educativa: Diseño Universal de Aprendizaje y aplicaciones móviles para autismo

Autistic adults are underrepresented in research on educational interventions and support, so experiences of schooling and how it prepared them for adult life are unknown. The present multi-case study, using the life histories of eleven autistic adults, aims to determine whether Universal Design for Learning (UDL) guarantees equal educational opportunities between students with autism and their neurotypical peers. On the one hand, an analysis of the educational experiences of autistic adults from the narrative is carried out, coded through content analysis identifying the weaknesses experienced in their educational trajectory and, on the other hand, connections with the principles of UDL (CAST, 2018) and the use of inclusive mobile applications will be established, which could have made up for the difficulties encountered throughout their training process. The results show high percentages in attention difficulties (72.73%), communication (81.82%) and time organization (72.73%) that could have been compensated by a universal learning design and the use of mobile applications as support and help. It is concluded that all the weaknesses identified would have been minimized if they had been provided with multiple forms of representation, expression and participation.