How to think about games and learning for students with Autism Spectrum Disorder?

Abstract

This article is a theoretical-empirical research on Inclusive Education for students with Autism Spectrum Disorder (ASD), in learning Mathematics through educational games. To this end, we present the results of the Systematic Literature Review and Field Research of our already completed Master's Dissertation, which addressed the aforementioned object, applied in the Multifunctional Resource Rooms (SRM) during the Specialized Educational Service (AEE), in the city Caruaru-PE. Our objective was to investigate the impact of the lack of continuing training for teachers, as well as the need to create and maintain new public policies aimed at promoting Inclusive Education. The structural method, with descriptive and qualitative approaches, was adopted to discuss: what are the advances and challenges in learning Mathematics for students with ASD, through educational games? As theoretical support, we use the contributions of Freire, Vygotsky, Cunha, Saviani. As a result, it was found that the fragility of teacher training, within the scope of continuing education, contributes to the deficiency in the application of new practices for learning Mathematics through educational games, which therefore denounces the need for implementation and maintenance of public policies that meet these needs, with regard to Inclusive Education. Furthermore, it was possible to demarcate the urgency of expanding academic research aimed at including students with ASD, since data collection of this type highlighted a large gap in studies on this specificity of Inclusive Education.