Implementation of Universal Design for Learning as an Inclusion Strategy for Children with Autism Spectrum Disorder in Early Childhood Education
DOI:
https://doi.org/10.63618/omd/ssjm/v4/n3/82Keywords:
Universal Design for Learning, Autism Spectrum Disorder, early childhood education, inclusive education, educational inclusionAbstract
The inclusion of children with Autism Spectrum Disorder in early childhood education requires strategies capable of addressing diverse communication, participation, and learning profiles; therefore, this study analyzed the implementation of Universal Design for Learning as an inclusive strategy. A qualitative, descriptive-analytical documentary review was conducted using a selection process adapted from PRISMA 2020; of 93 records identified, 16 studies published between 2021 and 2026 were included in the documentary matrix. Findings showed a predominance of flexible planning, visual supports, play-based activities, manipulatives, and technologies, mainly associated with participation and accessibility, as well as improvements in communication, social interaction, comprehension, motivation, and autonomy. UDL was identified as a relevant framework for inclusion, although its implementation depends on teacher training, available resources, and institutional conditions.
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Copyright (c) 2026 Tapuy-Aguinda, Flavio Enrique, Chicaiza-Bueno, Maria Fabiola, Peña-Ayala, Nelly Maria, Pin-Peña, Nury Sindy, Lapo-Alama, Carmita Piedad (Autor/a)
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