THE USE OF GAMIFICATION IN THE LITERACY PROCESS OF STUDENTS WITH ASD

Abstract

The present research investigates the effectiveness of gamification as a pedagogical strategy in the literacy process of students with Autism Spectrum Disorder (ASD). The debate focuses on the use of game elements to reduce anxiety and increase the engagement of these students in reading and writing tasks. Through a qualitative analysis based on a bibliographic survey, practices that use DICT support to personalize teaching are examined. The results indicate that the structure of rules and immediate rewards favors concentration and the construction of student autonomy. The investigation highlights that ethical innovation in special education depends on the teacher's ability to organize didactic sequences that respect the individual's sensory singularities. The offered reflections seek to subsidize the strengthening of inclusive and efficient learning paths in the national school system. The main authors used in this research are Ribeiro, França and Pereira (2025), Silva and Brandão (2025), and Carvalho, Prais e Rosa (2020).