Alfabetização de crianças com Transtorno do Espectro Autista na perspectiva inclusiva: um olhar sobre as produções acadêmicas

Abstract

The present study focuses on the literacy of children with Autism Spectrum Disorder (ASD) within the context of Inclusive Education, guided by the following research question: What do academic studies say about the literacy of children with ASD? The general objective is to reflect on the literacy of children with ASD based on national academic publications. The specific objectives are: identify national publications that discuss the literacy of children with ASD; discuss the challenges and pedagogical strategies aimed at the literacy of this group; and reflect on practices that contribute to the literacy of children with ASD. The research is justified by the importance of ensuring the right to education for all, understanding literacy as a fundamental right and a central element in building autonomy, citizenship and social inclusion. In case of children with ASD, the emphasis is on the importance of adapted pedagogical practices that respect their specificities and promote meaningful learning. This study is characterized as exploratory and descriptive research with a qualitative approach, conducted through a State-of-the-Art literature review in the Theses and Dissertations Catalog (CAPES). The identified studies were read and categorized. The results highlight that the literacy of children with ASD requires diverse pedagogical strategies, personalized teaching, and curricular adaptation, with emphasis on the application of Universal Design for Learning (UDL). Teacher training and the use of assistive technologies also emerged as crucial elements for the effectiveness of literacy for this group. In conclusion, the literacy of children with ASD demands a set of integrated actions involving well-trained teachers, flexible curricula, and inclusive pedagogical practices. The need for greater investment in research in this area is emphasized, particularly regarding the role of school management and collaborative teaching in the literacy of autistic children. The goal is build an inclusive educational environment where diversity is valued, the unique characteristicsof each student are respected and their potentialities are highlighted throughout the teaching-learning process.