Contribuições do ensino de ciências e biologia para alunos com Transtornos do Espectro Autista (TEA)

Abstract

This undergraduate thesis is a literature review that primarily aims to investigate, through published research, the contributions of science and biology education from the perspective of the inclusion of students with TEA, seeking improvements in special educational practices and promoting an inclusive environment for students with Autism Spectrum Disorder. To construct this work, it was necessary to gather and summarize prior information on the topic. For this purpose, electronic databases such as Google Scholar, Scientific Electronic Library Online (SciELO), Virtual Libraries, and Scientific Journals recognized in national and international educational sciences literature were essential sources. Seven relevant studies were selected for analysis and discussion, focusing on science and biology teaching for students with TEA. The relevance of this topic is undeniable given the growing need to provide a more inclusive educational environment tailored to the specific needs of students with TEA. An innovative approach demonstrates how flexibility and the integration of new technologies can maintain the school bond and continue to promote learning, even under challenging circumstances. Creativity and adaptation are, therefore, essential for the effectiveness of inclusive education. As a result, it is believed that to achieve effective learning in science and biology, it is essential to adopt strategies and methodologies that make abstract concepts more understandable for students with autism. This involves the inclusion of diverse and innovative methods, such as the use of different teaching models, activity sequences, hands-on classes, and digital technologies. These approaches help overcome learning difficulties and foster more comprehensive student development, especially for those with TEA, bringing them closer to fuller social participation in accordance with educational guidelines.