Desenho Universal para Aprendizagem (DUA) no processo de aprendizagem de crianças com Transtorno de Déficit de Atenção / Hiperatividade (TDAH): uma revisão de literatura

Abstract

The research aims to explore the effectiveness of Universal Design for Learning (UDL) in improving academic, cognitive and socioemotional outcomes of students aged 3-13years with Attention-Deficit/Hyperactivity Disorder(ADHD), contributing to a deeper understanding of inclusive instructional practices that support neurodiverse learners in mainstream classrooms. Grounded in the Universal Design for Learning (UDL) theoretical framework informed by contemporary neuroscientific principles of learning, the study leverages establishedc oncepts and perspectives to analyze and interpret the phenomenon under investigation. The methodology employed is a systematic review guided by the PRISMA 2020 protocol, ensuring a systematic and rigorous approach to data collection, analysis and validation. By addressing the application and impact of UDL principles on the learning experiences and outcomes of students with ADHD aged 3-13 years, the research seeks to fill existing gaps in the literature and provide actionable insights for both academic and practical applications. The review suggests that UDL (Universal Design for Learning) promotes better educational outcomes, improved executive functioning, and greater emotional and social inclusion for students with ADHD. These results, taken together, support the transformative reach of UDL in influencing inclusive education policies and practices at both national and global levels.