EDUCAÇÃO INCLUSIVA NO ENSINO DE QUÍMICA PARA AUTISTAS

Abstract

This paper presents an analysis of how Chemistry teaching has been adapted and developed for students with Autism Spectrum Disorder (ASD) in the context of regular education. The research highlights some of the strategies employed and the main challenges faced in this educational process. The main objective of this bibliographic review was to investigate the methodologies currently developed in Chemistry teaching aimed at students with ASD, highlighting the necessary adaptations to ensure effective learning, both in the school environment and in the formal curriculum. It also seeks to present strategies that make inclusion a real and effective practice. Based on the material analyzed, from research carried out in internet databases, the relevance of adopting adapted teaching methodologies is highlighted, promoting the integration of all students. Furthermore, the importance of collaboration between family, educators and health professionals is emphasized, a factor that can significantly contribute to the advancement of the educational process. Despite the progress already achieved, challenges still need to be overcome so that the inclusion of students with ASD is, in fact, effective.