Inclusão de alunos com transtorno do espectro autista nas aulas de matemática: um estudo bibliográfico

Abstract

This paper addresses the inclusion of individuals with Autism Spectrum Disorder (ASD) through the lens of studies conducted since 1943. It explores information from various fields, including early and recent medical diagnoses, inclusion legislation, and the behavior and learning processes of autistic students, particularly in the school environment and in Mathematics learning. Initially, neurological data on Autism is presented, such as early studies, observed symptoms, and influencing factors. Following this, legislation regarding the rights of autistic individuals in society and in schools is discussed. Behavioral characteristics of autistic individuals are also explored to understand their influence on learning. The research focuses on the teaching and learning of autistic students, analyzing their characteristics in the classroom, the student-teacher relationship, the importance of education for adaptation from childhood, and the role of the family in the school context. Finally, the paper details how Mathematics learning occurs for autistic students and their inclusion in this specific context, addressing teaching methodologies that can assist in this process and emphasizing the importance of researching this topic in scientific studies.