THE CHESS GAME AS A TOOL TO DEVELOP POTENTIALITIES IN AUTISTIC STUDENTS

Abstract

This study investigates the use of chess as a strategic pedagogical resource for developing potential in students with Autism Spectrum Disorder (ASD). The research analyzes how chess mediates the strengthening of executive functions such as planning, inhibitory control, and cognitive flexibility. Through a qualitative literature review (2010–2025), the study articulates national school inclusion policies with game theories, highlighting chess as a tool for social interaction and self-regulation within Specialized Educational Services (SES). Results indicate that systematized chess practice fosters sustained attention and problem-solving skills, which are critical for the academic autonomy of autistic students. The analysis shows that success depends on pedagogical mediation and methodological adaptations to each student’s sensory and cognitive needs. It concludes that chess is a powerful curricular interface for inclusion, creating a structured learning environment that values the unique abilities of autistic individuals. Finally, the study emphasizes the need for continuous teacher training and longitudinal projects in public schools to validate long-term cognitive and social impacts.