Ensino de física para alunos com Transtorno do Espectro Autista (TEA)

Abstract

This study aims to propose inclusive pedagogical strategies that favor the learning of students with Autism Spectrum Disorder (ASD), with an emphasis on the study of optics. Considering the challenges faced by these students, the research seeks to propose methodologies that make learning more accessible, in order to overcome the challenges faced by these students in order to promote meaningful learning. For this, a qualitative bibliographic approach was adopted, with analysis of scientific articles, legislation and official documents on inclusive education and practices adapted to the teaching of Physics. As a contribution, the proposal has a didactic sequence focused on the teaching of Optics, using inclusive strategies. The proposal includes structured activities, with low-cost experiments and the use of digital tools, aiming to facilitate the assimilation of optical concepts through concrete and interactive approaches. The results of this research predict that the lack of teacher preparation and the lack of adapted teaching materials hinder the learning of students with ASD, making it necessary to implement visual resources, practical experiments and assistive technologies, such as interactive simulations. In line with this, it is concluded that the implementation of these strategies can promote more equitable learning, allowing students with ASD to develop their academic potential in Physics teaching.