Inclusive pedagogical practices used with students with Autism Spectrum Disorder

an analysis of the works presented at the XVI EDUCERE (2023)

Abstract

Autism Spectrum Disorder (ASD) is characterized by changes in children's neurodevelopment, with impairment in communication, social interactions, and behavior. In this sense, this study aimed to investigate what has been produced on pedagogical practices developed with students with ASD. For this purpose, the works published in the XVI Educere annals (2023) were analyzed. This is a bibliographic study of a qualitative nature. It was found that, in total, there are 60 works available in the annals of the researched axis, of which nine of them (15%) comprise the present text. Of the nine works analyzed, five (55.6%) deal with issues of early childhood education, three (33.3%) are about the initial years of elementary school, and one (11.1%) refers to ASD in higher education. The results show that in the publications on ASD, the following themes were found: early stimulation of language, communication, and social interaction; school inclusion of children with ASD; the importance of storytelling for atypical child neurodevelopment; assistive technologies and inclusive pedagogical strategies for children with ASD; literacy for children with ASD; and students with ASD in higher education, among others. It was concluded that studies on pedagogical practices developed with students with ASD are still scarce in Brazil, especially when focused on high school and higher education. Furthermore, no specific studies involving mathematics and science content were found. However, these existing gaps indicate spaces in which it will be possible to expand research.