Revisão de estratégias no ensino de inglês para pessoas com Transtorno do Espectro Autista

Abstract

This study compiles, discusses, and analyzes English language teaching strategies for children and adolescents with Autism Spectrum Disorder (ASD). It is a qualitative, bibliographic research that examined four academic publications from the last ten years, each reflecting different realities of Brazilian education. The aim is to explore and evaluate the benefits and potential challenges of implementing strategies focused on teaching English to students with ASD, by means of the Communicative Approach, and to propose an activity based on the strategies identified and the discussions raised throughout the research. Analyses indicate that strategies such as the use of games, visual aids, playful activities, practices grounded in real communicative contexts, Active Methodologies, and multisensory approaches are effective in promoting the participation and learning of students with ASD. However, potential challenges have also been identified, which may affect the effectiveness of these strategies. These include the need for greater adaptation of activities and a tendency to focus on one linguistic skill to the detriment of others. Nonetheless, such challenges do not constitute significant barriers to the implementation of these strategies.. It is concluded that strategies which incorporate playfulness, concreteness, and multisensory elements are fundamental for building an inclusive English language learning environment. The study reinforces the importance of viewing the classroom as a plural space, where well-structured strategies can support both linguistic and social development for neurodivergent learners.