Estratégias Pedagógicas Inclusivas

Ensinando Divisão a um Estudante com Autismo

Abstract

This study investigated inclusive pedagogical strategies to teach the division operation to a student with Autism Spectrum Disorder (ASD) in a public high school in Rio de Janeiro. The work used a qualitative, descriptive approach, combined with action research, analyzing the student's difficulties and applying specific resources such as playing cards, interactive simulators and multiplication tables, over the course of ten meetings. The results indicated progress in understanding the division operation, reinforcing the relevance of personalized pedagogical practices and welcoming environments to promote school inclusion. This study suggests that the application of adapted strategies can contribute to the academic and social development of students with specific needs, being useful in similar contexts.