A utilização de materiais pedagógicos inclusivos no ensino de língua inglesa para alunos com transtorno do espectro autista (TEA)

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in English language teaching still faces challenges, particularly regarding the adaptation and effectiveness of teaching materials. In light of this, this study aims to analyze how these materials are used in English language instruction for students with ASD, considering their suitability for students' needs and the difficulties faced by teachers. The relevance of this research lies in the need to gain a deeper understanding of inclusive teaching practices, as the mere presence of a student with ASD in the classroom does not guarantee their learning. To support the discussion, this study draws on authors such as Maria Teresa Mantoan, Enicéia Gonçalves Mendes, and Romeu Sassaki, as well as normative documents that guide inclusive education in Brazil. This is a case study with a qualitative approach, based on a bibliographic review and the administration of questionnaires to English language teachers at the Federal Institute of Amapá. Data analysis revealed three key aspects: (i) the availability and adaptation of inclusive teaching materials, which include games, videos, and interactive activities but still face limitations in fully meeting students' needs; (ii) the challenges in implementing these practices, such as the lack of specific training and limited time for planning; and (iii) teachers' perceptions of inclusion, highlighting the need for greater institutional support. The results show that although teachers acknowledge the importance of inclusive teaching materials, their implementation is still hindered by structural and pedagogical challenges. Therefore, this research contributes to broadening the discussion on educational inclusion and enhancing the understanding of the role of teaching materials in English language instruction for students with ASD.