Práticas pedagógicas na alfabetização de crianças com transtorno do espectro autista

Abstract

Upon entering the school environment, there is an observed increase in the presence of students with Autism Spectrum Disorder (ASD) in classrooms, highlighting challenges both in the literacy process of these children and in the teachers' role in adapting pedagogical practices to their needs. Given the limited initial training of teachers to deal with ASD, this research seeks to understand how literacy occurs for these students and to identify the difficulties faced by educators. In the Brazilian context, the low literacy rates in the early years reinforce the need for attention to students with specific learning barriers, despite advances in inclusive public policies. Although school inclusion is guaranteed by law, the simple insertion of the student does not ensure their effective learning. In this sense, the research highlights the importance of continuing teacher training, pedagogical planning, and partnership between school, family, and support team to understand the particularities of each child. It is also highlighted that the use of diverse pedagogical resources can favor learning when applied intentionally, depending on the teacher's conscious mediation. Thus, this study is justified by contributing to the construction of more inclusive pedagogical practices that guarantee not only the presence, but also the participation and development of students with ASD, in addition to offering theoretical and methodological support for teaching practice in inclusive education.