Intervenção pedagógica individualizada no ensino de matemática para estudantes com transtorno do espectro autista (TEA)

Abstract

This research was conducted in a public school in Cocal-PI, through a case study with a student diagnosed with Autism Spectrum Disorder (ASD). The main objective was to adapt and apply pedagogical practices based on the 7th-grade mathematics curriculum, promoting inclusion and allowing the student with ASD to progressively engage with the content being taught to the rest of the class. Initially, an analysis was made on the history of autism, its clinical definitions, and key characteristics. The focus was on understanding the behavior of the autistic student and identifying strategies to facilitate interaction, learning, and development. Based on the gathered information, an individualized lesson plan was developed, aligned with the student’s characteristics and the National Common Curricular Base (BNCC), aiming to provide a meaningful intervention in the teaching-learning process