Estratégias no processo de alfabetização em crianças com Transtorno do Espectro Autista (TEA)

Abstract

The present study aims to analyze educational strategies for teaching students with Autism Spectrum Disorder (ASD), highlighting inclusive and adaptive approaches that promote effective learning. The research, of a qualitative nature and based on a bibliographical review, was carried out in 8 (eight) productions, where it examined different pedagogical methodologies described in recent academic studies, emphasizing practices that favor the cognitive, social and emotional development of students with ASD. The school inclusion of students with ASD has been a challenge for educators and managers, requiring curricular, methodological and environmental adaptations that meet the specific needs of this audience. Among the strategies analyzed, the use of visual resources stands out, which facilitate the understanding and organization of information, as well as sensory activities that promote self-regulation and interaction with the learning environment. The use of assistive technology is also effective, providing greater accessibility to educational content and encouraging student autonomy. The results indicate that interdisciplinary and flexible approaches are fundamental to enhancing the learning of students with ASD. Strategies such as structured teaching, visual support, alternative communication and the use of motivational reinforcers demonstrate positive impacts on engagement and knowledge retention. Furthermore, personalizing teaching, taking into account the different levels of Autism Spectrum Disorder, contributes to greater adaptation of students to the school environment. It was observed that the use of games and recreational activities favors the development of social interaction and communicative skills, essential elements for effective inclusion. Therefore, methodologies based on collaborative teaching, where professionals from different areas are involved, such as occupational therapists, speech therapists and psychologists, have proven to be more efficient in building an accessible and welcoming school environment. Another relevant aspect identified in the research is the importance of teacher training in implementing educational strategies for students with ASD. Qualified teachers are able to better adapt pedagogical planning, recognize students' individual needs and use appropriate teaching resources to ensure meaningful and equitable teaching. The lack of specific training for teaching students with ASD is still a barrier to achieving school inclusion. The studies analyzed also point out that curricular flexibility and adaptation of materials are essential practices to guarantee more inclusive teaching. The combination of different strategies, such as the use of social stories, visual routines and individualized support, contributes to a more structured and predictable environment, which benefits the learning process of students with ASD. It is concluded that the implementation of effective educational strategies for students with ASD depends on an integrated and adaptive approach, considering the particularities of each student. The research reinforces the need for a careful look at teacher training and the development of public policies that promote inclusion and guarantee the right to quality education for all. The importance of the topic lies in its contribution to a more equitable and accessible educational system, where diversity is valued and respected.