Metodologias aplicáveis na disciplina de química para alunos do ensino médio com transtorno do espectro autista (TEA)

Abstract

The present work aims to analyze the possibilities of active methodologies capable of promoting the teaching and learning of the Chemistry subject with high school students diagnosed with ASD, with the aim of promoting meaningful and inclusive learning. The research sought to answer the following question: which active methodologies can be applied in the teaching and learning process of chemistry for high school students with ASD? The methodology adopted was a bibliographic review, based on scientific articles and educational materials, focusing on inclusive pedagogical strategies and the use of educational technologies, with a qualitative approach. The results showed that the use of active methodologies, such as gamification, playful resources, information and communication technologies (ICTs) and specific curricular adaptations, contributes to the engagement and learning of medical students with ASD. The implementation of these practices allows individual needs to be met, providing an inclusive and welcoming environment. It is concluded that teaching chemistry to students with ASD requires careful planning, teacher training and the use of adapted resources, being essential to promote inclusion and effective learning.