CURRICULAR ADAPTATION AND ACTIVE METHODOLOGIES TO MEET THE NEEDS OF STUDENTS WITH ASD

Abstract

This article discusses the importance of curricular adaptation and the use of active methodologies in the teaching-learning process for students with Autism Spectrum Disorder (ASD). The research presents a historical overview of the concept of autism and its diagnostic evolution, as well as Brazilian legal guidelines that guarantee the rights of people with disabilities. Furthermore, it addresses the foundations and types of active methodologies, emphasizing their role in promoting student autonomy, critical thinking, and protagonism. The analysis demonstrates that curricular adaptation, when combined with active methodologies such as problem-solving, meaningful learning, educational games, and gamification, contributes significantly to school inclusion, enhancing the social, communicative, and cognitive development of students with ASD. It concludes that the success of pedagogical practice depends on adequate planning, ongoing teacher training, and individualized strategies, respecting the unique characteristics of each learner.