Ensino de ciências: estratégias didáticas para aprendizagem de alunos com autismo

Abstract

Autism spectrum disorder (ASD) is defined as a neurodevelopmental disorder, which is characterized by compromising individuals' communication and social interaction. ASD has grown significantly and faced major challenges from a teaching and learning perspective. This study investigated teaching strategies that facilitate the learning of autistic students in the science discipline, and thus, contribute to academic society, through teaching methodological models with scientific evidence that are effective in improving the learning of these students. To carry out the study, descriptive and qualitative research was carried out, using bibliographical surveys available in online databases: Scientific Electronic Library Online (SciELO), CAPES Periodical Portal, Brazilian Library of Theses and Dissertations (BDTD), Google Scholar, among other official sources related to the area of Education. It was possible to note that there are several educational intervention methodologies that favor the learning of students with autism, among them: TEACCH, ABA and PECS, which are visual, playful and interactive resources, respectively, providing students with ASD with possibilities for learning, interaction, communication and regulation of behaviors. In addition to the methods mentioned, digital technologies can also be great allies in the learning process of people with ASD, as it is a means that attracts attention due to its interfaces permeated with visual and sound languages.