INCLUSIVE PRACTICES IN TEACHING MATHEMATICS FOR STUDENTS WITH AUTISM: PATHS AND CHALLENGES IN EDUCATION

Abstract

Inclusive education aims to ensure that all students, including those with Autism Spectrum Disorder (ASD), have access to quality education. In the context of teaching mathematics, students with ASD face specific challenges due to difficulties with abstraction and logical reasoning, making it essential to adapt teaching practices. The general objective of this study is to analyze inclusive practices in teaching mathematics for students with ASD, exploring the methodologies and challenges faced by educators. The rationale for this research lies in the importance of understanding how inclusive practices impact the learning and social and emotional development of students with autism, offering more effective strategies for their inclusion. The methodology adopted was a bibliographical review, which involved analyzing articles, books, and relevant scientific publications on the subject. The research allowed for the identification of the main pedagogical practices used for the inclusion of students with ASD in mathematics classes, as well as the challenges faced by educators, such as the lack of adequate resources and the need for ongoing teacher training. The conclusion points to the relevance of inclusive practices in teaching mathematics, highlighting the importance of differentiated strategies and the use of visual, manipulative, and technological resources to promote learning for students with ASD. However, there are still challenges to be overcome, such as insufficient teacher training and the scarcity of materials, which must be addressed to ensure effective and quality inclusion.