O desenvolvimento de uma criança com Transtorno do Espectro Autista (TEA) a partir das metodologias pautadas em materiais concretos: um estudo de caso

Abstract

The main objective of this work is to investigate how methodological strategies based on concrete materials effectively contribute to the integral development of children with ASDAutism Spectrum Disorder and consecutively to a significant learning, as well as such strategies can give the necessary contribution to the teacher in view of the specificities of each child. For this purpose, the type of research used was the case study, where the research subject was a 9-year-old child with ASD, identified here by the initials J.S.O.P. regular student of the 4th year of elementary school of a private school. In this context and in order to further study, the authors' publications were used as a theoretical basis for this research: Baptista (2002); Cunha (2002); Gill (1991); Goulart (1997); Freire (1996); Montessori (1965); Piaget (1967); Rodrigues (2013); Vygotsky (1988), among others. After collecting and analyzing the data from the observations, activities were elaborated using materials that provided concrete experiences and thus assisting the child in the development of reading and writing. As results of the research, it was concluded that the use of methodologies based on concrete materials are essential in contributing to meaningful learning and to the acquisition of reading and writing in children with ASD.