The right to academic inclusion of Autism Spectrum Disorder (ASD) students is provided in
Brazilian state policies and legislation. Its implementation, and the increase of students with
ASD enrolled in Higher Education, as a result, the educational scenario has changed. This
student faces several adaptation obstacles due to their specific needs and teachers have
difficulties in dealing with these students in the classroom. In these terms, the objective of this
research was to develop an educational mobile application prototype (app) to support teaching
practices in the classroom with students with ASD in Higher Education. This is an applied
research, field survey, quantitative and qualitative, using semi-structured interviews, with
teachers who have already had experience with students with ASD in Higher Education and an
online questionnaire with the multidisciplinary team of the Accessibility and Inclusion Centers
(NAI ) from UFRA and UFPA. Among the central authors of this research are: Tardif (2014),
who understands that knowledge is acquired from personal experiences; Pimenta, Anastasiou
and Cavallet (2003), who study teaching in Higher Education presupposing reflection and
evaluation of practices; Kenski (2012) and Moran (2015), who argue that education can be
mediated by technology and Pressman (2016) who states that an app provides support to users
in solving problems. The study was also supported by official documents and legislation
regarding ASD. To develop the app prototype, we used the evolutionary process model with
prototyping as a methodological reference with the main steps: gathering requirements; agile
planning; project modeling; prototype development; validation from eight specialist judges in
Special Education and feedback on functions. The application named APP NORTEAR was
developed using the Figma, Kodular platforms version: 1.5B.3 - Fenix, Canva, Draw.io and
Trello. A high-fidelity prototype was developed, with the following contents: Understanding
ASD, suggestions for pedagogical practices, relevant guidelines and Accessibility and Inclusion
Centers. Based on the evaluations of the expert judges, it was possible to validate the content,
functionality and usability of the app. In the judges' assessment, important suggestions were
made and will allow the development of new versions. The evaluation results allow us to affirm
that the developed application prototype has the potential to support the practice of teachers
without training in academic inclusion to work with students with ASD.
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