Educação inclusiva: os desafios no ensino de ciências para alunos com Transtorno do Espectro Autista (TEA)

Abstract

This Final Graduation Project examines the challenges and pedagogical strategies aimed at including students with Autism Spectrum Disorder (ASD) in science classes. This topic is relevant because, despite legislation guaranteeing the right to inclusion, practice still faces obstacles that hinder the effective implementation of appropriate pedagogical methods. The main objective of this research was to analyze, through a bibliographic review, the approaches, pedagogical strategies, and key discussions regarding the teaching of Science and Biology to students with Autism Spectrum Disorder (ASD), identifying the main challenges and best practices reported in the scientific literature. To achieve this, a bibliographic study was conducted as an essential tool for knowledge production, analyzing studies that discuss the importance of adaptive methods to meet the specific needs of students with ASD. The literature review was conducted through a thorough electronic search using the Google Scholar database. The main inclusion criteria were: Didactic-Methodological Strategies, Teacher Training, and Didactic Materials. The data were qualitatively analyzed based on a synthesis of the selected studies. Diagnostic analysis was applied in this context. The research included a systematic analysis of articles addressing the use of strategies such as visual aids, concrete materials, and specific teaching models, such as TEACCH and the PECS communication system, which proved effective in promoting a more predictable and visually oriented learning environment. These methods were shown to be effective in reducing students' anxiety and creating a safe environment essential for the holistic development of students with ASD. The results demonstrate that teacher training is essential for the success of inclusive education, as many educators still feel unprepared to address the particularities of ASD. Thus, it is crucial to invest in continuous and specific training on inclusive methodologies to build informed and effective pedagogical practices. Furthermore, the support of a multidisciplinary team – including psychologists, occupational therapists, and speech therapists – in schools is critical to assist in implementing necessary adaptations. Another identified obstacle is the lack of adapted didactic materials, which limits the learning potential and engagement of students with ASD. Therefore, the research highlights the need for investment in educational policies that encourage the production of inclusive resources, from visual aids to assistive technologies. In conclusion, this study suggests that the inclusion of students with ASD in science classes is a social and educational commitment. Adapting pedagogical practices, investing in continuous training, and developing adaptive resources are essential steps toward truly inclusive education. These measures aim to provide an environment where all students, regardless of their specificities, can participate, learn, and explore the world of science in a comprehensive and meaningful way.