Guia para adaptar materiais didáticos para alunos com tea no ensino fundamental ii: aplicação do modelo Addie

Resumo (EN)

The Autism Spectrum Disorder (ASD) represents one of the greatest contemporary challenges in education due to the complexity of its manifestations. Effective inclusion contributes to learning, development, and consequently to the mental health of students, education professionals, and families. Access to school alone does not ensure inclusion; it is essential to address the special educational needs of students with ASD. However, there is a significant gap in teachers’ technical and practical knowledge regarding the adaptation of regular teaching materials. The general objective of this study was to develop a guide to support the adaptation of didactic and pedagogical materials for students with ASD in Elementary School II, following the legal and pedagogical principles of Inclusive Education. The specific objectives were: (a) to characterize the process of adapting didactic-pedagogical materials considering the population of students with ASD for use by coordinators and teachers; and (b) to evaluate the quality of the guide according to the perceptions of professionals working in inclusive education. The method adopted for developing the practical guide followed an exploratory design based on Instructional Design, applying the ADDIE model, which includes the phases of Analysis, Design, Development, Implementation, and Evaluation for the production of instructional material. For content evaluation, an online form containing objective questions regarding the quality of the text, illustrations, accessibility, and usability was applied and answered by 23 professionals in the field of education (teachers, school directors, psychopedagogues, and others). The participants were selected by convenience sampling through social media dissemination. Responses were tabulated and analyzed in terms of frequency and percentage distribution. As a result, the guide produced includes the following sections: (a) Introduction to the topic, (b) Autism Spectrum Disorder, (c) ASD levels of severity, (d) The process of adapting didactic materials,
(e) Steps for didactic material adaptation, and (f) Final considerations. The evaluation performed by education professionals was positive regarding the clarity of the language, comprehensibility of the instructions, relevance of the illustrations and examples, although a need for orthographic and grammatical revision was identified. The content validation was considered useful to verify the potential of the guide as a resource for education professionals—especially teachers—in translating clinical information into pedagogical practices, broadening adaptive resource repertoires, and strengthening the collaboration among families, schools, and multidisciplinary teams. It is recommended that further

validation processes be conducted, including feasibility and effectiveness studies in different contexts, to enable progressive adjustments and broaden its use as a technical, scientific, and socially relevant product for managers, teachers, families, and other professionals involved in the educational process of neurodivergent students. In conclusion, the elaboration of this guide represents an advancement in the field of inclusive education and mental health, providing an accessible instrument grounded in scientific and legal evidence that supports the construction of a more equitable and humanized school.