How to Make Science Class Inclusive for Students with Autism Spectrum Disorder

Abstract

Autistic Spectrum Disorder (ASD) encompasses different levels of syndromes marked by neurological development disorders. Inclusive education is an integration process for students with special educational needs. Teachers face problems in the classroom, especially in public institutions with a lack of resources. Based on this premise, the objective of this study is to produce a synthesis through the systemic review of works that help and/or facilitate the learning process of students with ASD. For this, publications from the last seven years regarding the inclusion of students with autism spectrum disorder were analyzed. Of these, eight articles most relevant to the theme were selected, where they were synthesized in a table. It is possible to observe in the articles, the most important strategies to work with ASD students, being the use of visual and dynamic resources with the students, improving the training and preparation of teachers, using adapted tools and socially including them. It is concluded that it is possible to use the contributions of these articles to help teachers with difficulties regarding the inclusion of students with ASD in science classes. Another important fact to be highlighted is that a large part of these students' learning comes from the constantly developing creativity of teachers.