Práticas pedagógicas para alunos com TEA: a importância da adaptação no ensino da língua inglesa no ensino fundamental II

Abstract

The study investigates the importance of adapted pedagogical practices in English language teaching for students with Autism Spectrum Disorder (ASD) in Elementary School, emphasizing the relevance of didactic adaptations to promote inclusive learning. Based on a qualitative approach, the research was developed through a literature review and field study in a public school in Macapá, using participant observation of English classes. The methodology included content analysis, which enabled the identification of effective teaching strategies, the challenges faced by teachers, and the need for teacher training. The results indicated that, although Brazilian legislation guarantees the right to inclusive education, there are still gaps in pedagogical practice, especially in foreign language teaching. It was found that the use of visual resources, playful activities, technology, and flexible planning fosters the participation and development of students with ASD. The study also verified that institutional support and collaboration between English teachers and Special Education professionals are essential for successful inclusion. It concludes that the effectiveness of pedagogical practices depends on continuous teacher training, the support of public policies, and the collective commitment of schools to diversity. Thus, it is reaffirmed that adapting English teaching methodologies does not represent a simplification of content, but rather a means of ensuring equity and the right of all students to learn.