PEDAGOGICAL STRATEGIES FOR LITERACY OF CHILDREN WITH ASD IN THE 1ST YEAR OF ELEMENTARY SCHOOL (EARLY YEARS)

Abstract

This study aimed to investigate the pedagogical strategies used in the literacy of children with Autism Spectrum Disorder (ASD) in the 1st year of Elementary School, considering practices that favor inclusion, cognitive development, and student autonomy. The research is based on the perspective of inclusive education, which recognizes the right of all to education and highlights the need for differentiated methodologies that respect the particularities of students with ASD. This work is based on (Smith and Brown, 2017), (Hume, et al., 2014), and (Almeida, 2023). The method is a qualitative research approach, developed in a private school that serves Early Childhood Education and the initial years of Elementary School. A semi-structured interview was used as the data collection instrument, applied to two teachers who work directly in the literacy process of the 1st year, seeking to identify pedagogical strategies, challenges, and practices that contribute to the literacy process of students with ASD. The results showed that teachers use strategies such as structured routines, visual resources, concrete materials, adaptation of activities, and individualized support, respecting the pace and particularities of each student. It is concluded that structured and individualized strategies favor the literacy of students with ASD, promoting greater participation, engagement, and development, in addition to reinforcing the importance of inclusive pedagogical practices and teacher preparation to deal with diversity in the classroom.