Jogos sensoriais como ferramenta no processo de alfabetização de alunos com transtorno de espectro autista

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that significantly impacts communication, social interaction, and behavior, posing specific challenges in the literacy process. This research aimed to explore the effectiveness of inclusive pedagogical strategies, focusing on the use of sensory games, considering the importance of approaches that address the cognitive and sensory needs of students with ASD. The study sought to evaluate the contribution of the game <Magic Box of Letters and Sounds= in developing reading and writing skills and to investigate the impact of this pedagogical tool on students' behavioral and socio-emotional competencies. This qualitative research included the application of questionnaires to teachers to understand their perceptions of sensory games in the literacy process, as well as practical activities with the game conducted in a public school. The findings revealed that using the sensory game facilitated student engagement in the literacy process, leading to significant improvements in recognizing letters, sounds, and words, alongside better behavior and social interaction. Teachers reported that employing sensory resources supported inclusion and learning, highlighting the importance of teacher training for effective implementation of these practices. It was concluded that sensory games, such as the <Magic Box of Letters and Sounds,= are effective tools for teaching children with ASD, contributing to their holistic development and emphasizing the need for inclusive pedagogical strategies that meet the specific demands of this group. The research also underscores the importance of public policies aimed at teacher training and the promotion of inclusive educational practices.