THE USE OF DIGITAL GAMES FOR LITERACY IN INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD).

Abstract

The use of digital games is an effective strategy for the literacy development of students with Autism Spectrum Disorder (ASD), as it leverages characteristics such as a preference for visual stimuli, the need for predictability, and systematic learning. These games provide a structured environment with clear rules, immediate feedback, and opportunities for correction without social pressure, which supports attention, repetition, and the consolidation of learning. In addition, digital games allow for the development of specific skills, such as letter–sound correspondence, word formation, and language comprehension, provided they follow the principles of Universal Design for Learning (UDL), with simple interfaces and adaptable features. In a practical study conducted through classroom observation, nine first-grade students with support levels 1 and 2 showed progress in the literacy process through an Individualized Education Plan (IEP), developed after an initial assessment. For the interventions, platforms such as Kahoot! and Wordwall were used, promoting gamified, interactive, and personalized learning, increasing participation and supporting the development of reading and writing skills.