ADAPTIVE GAMIFICATION AND THE DEVELOPMENT OF STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This study explores the application of adaptive gamification as a teaching method for students with Autism Spectrum Disorder (ASD), examining how ludic components and digital gaming enhance student involvement and knowledge acquisition. The primary goal is to analyze the role of gamified platforms in fostering social abilities and reading literacy within inclusive educational settings. Following a qualitative Bibliographic Research approach, the study relies on the methodological frameworks of Yin (2016) and Creswell (2014). The text reviews student engagement, technology-driven curricular modifications, and social interaction training, supported by the findings of Batista et al. (2024), Matos and Oliveira (2024), and Silva et al. (2024). It concludes that purposeful gamification effectively minimizes communicative hurdles and strengthens the cognitive independence of special education students.