A inclusão escolar de crianças com transtorno do espectro autista e o uso de recursos pedagógicos como mediadores no ensino e aprendizagem

Abstract

The present study as its thematic the school inclusion of children with autism spectrum disorder and the of pedagogical resources as mediators in teaching and learning. Its general objective was to analyze the contribution of pedagogical resources in the school mediation process of children with Autistic Spectrum Disorder – ASD. To this end, the methodological path took place through bibliographical research of a qualitative nature through the databases of the repositories, journals of academic productions, namely: Capes, Scielo, Google Scholar, as well as a search for readings in book chapters, landmarks legal and Special Education Magazines, through the descriptors: Inclusive, Autistic Spectrum Disorder, pedagogical resources. The results indicate that the inclusion of autistic children in common schools still faces limitations, due to the lack of conceptual knowledge and characteristics of autism, their access must aim for adjustments that meet their access must aim for adjustments that meet their individual needs within the learning process. Among the results, mediation strategies with pedagogical resources stand out, such as toys, rule games, color sequences, cards and visual cards and other concrete objects, as they contribute to the school mediation process of children with Autistic Spectrum Disorder, being facilitators by providing teaching and learning practices that can overcome limitations and neurological deficits for successful and meaningful inclusion. It is hoped that the study will contribute by impacting professionals and students in the field of education and health to become agents of transformation in the lives of children with ASD.