Recursos tecnológicos para a alfabetização de crianças com Transtorno do Espectro Autista

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in communication and social interaction, as well as repetitive, restricted, and stereotyped behaviors that may pose developmental challenges. The general aim of this study is to understand how strategies and resources can assist in the literacy process of a child with ASD. To achieve these objectives, the specific aims were to: explain the diagnostic criteria and characteristics of ASD; classify the strategies and resources used for the literacy of children with ASD; discuss the possibilities in the literacy of children with ASD. The theoretical framework underpinning this work was based on studies by Barreto (2021), Lima et al. (2021), Bes et al. (2018), and Soares (2004). The methodology involved an exploratory bibliographic research, searching for articles published between 2018 and 2024 on electronic platforms (Scielo, Capes Portal, and Google Scholar), using the descriptors "Pedagogical Resources + Literacy + Autism Spectrum Disorder." The results suggest that software, games, and assistive technologies are readily accessible and low-cost resources and strategies that can and should be used in the classroom to ensure effective literacy. If used effectively, they contribute to stimulating important skills for writing and reading and other crucial aspects for literacy.