Personalized Inclusion with GenAI: An Adaptive Strategy to Support Students with ASD in Higher Education

• Rafaela Otemaier PUCPR
• Eros Quevedo PUCPR
• Joselaine Valaski PUCPR
• Joice de O. P. Tomaschitz PUCPR
• Andreia Malucelli PUCPR

DOI: https://doi.org/10.5753/sbie.2025.12168

Resumo

Inclusion in abstract, cognitively demanding courses is difficult. This study presents an adaptive strategy that merges Universal Design for Learning (UDL) and Generative AI to tailor propositional-logic activities for a student with Autism Spectrum Disorder (ASD). Across four formative, reflective cycles, existing tasks were progressively reshaped; evidence came from observations, journals, and rubrics. The ASD learner showed sustained gains in engagement, conceptual grasp, and autonomy, indicating the value of the approach. The results suggest that educator-mediated GenAI, aligned with UDL, can foster more responsive and inclusive learning in higher education.

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