Estratégias de aprendizagem com crianças TEA: uma perspectiva para novas possibilidades

Abstract

The Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects communication, social interaction, and behavior. In the educational context, children with ASD often face significant challenges in assimilating content, which requires adapted pedagogical strategies to ensure effective and inclusive learning. Given this scenario, the present study aims to analyze the impact of adapted teaching strategies on the learning development and autonomy of children with ASD in basic education. The research seeks to answer the question: how can adapted teaching strategies contribute to the learning process and the development of autonomy in children with ASD? To address this, the main difficulties faced by these students were identified, and the most effective educational strategies for their inclusion and development were mapped. This qualitative research, with an exploratory and descriptive approach, was conducted through bibliographic research, covering studies on inclusive methodologies, with emphasis on the TEACCH method, augmentative and alternative communication (AAC), and structured teaching. The analysis confirmed the initial hypotheses, showing that the use of visual resources and structured routines facilitates content assimilation, promoting greater independence and participation among students with ASD. Furthermore, it was found that the lack of specific training for teachers compromises the effectiveness of these strategies, highlighting the need for continuous teacher training for effective inclusion. The results indicate that adapting teaching is essential to ensuring an accessible and effective educational environment for children with ASD. The implementation of structured methodologies, combined with adequate training of education professionals, significantly contributes to the learning and autonomy of these students, promoting truly inclusive and equitable education.