O uso da comunicação alternativa aumentativa nas aula de física para alunos com transtorno do espectro autista no ensino médio

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that impairs communication, behavior, and social interaction. Studies indicate that its origin is related to genetic factors, although environmental factors can also influence its manifestation. Diagnosis is performed by specialized professionals, based on criteria defined by manuals such as the DSM-5, and is classified into three levels of support. Individuals with ASD present deficits that require different forms of support, including the use of communication aids. In this context, this study aims to analyze the relevance of teaching methodologies in the teaching-learning process through bibliographic research considering current and leading theories on the subject, with an emphasis on the use of Augmentative Alternative Communication (AAC) as a pedagogical resource in Physics teaching. Furthermore, an application plan is proposed for teaching Thermodynamics to high school students with ASD. The use of AAC, through assistive technologies such as communication boards, can promote engagement and active participation among students with ASD. These visual resources help students express their ideas, feelings, and needs, while also enabling the organization and understanding of physical concepts, promoting inclusion and meaningful learning.