READING COMPREHENSION IN STUDENTS WITH AUTISM SPECTRUM DISORDER BASED ON ADAPTIVE PEDAGOGICAL APPROACHES

Abstract

Reading comprehension is fundamental in the learning process, allowing the individual to interpret and interact with texts. For students with Autism Spectrum Disorder (ASD), this skill can be challenging, affecting their school performance and social inclusion. This study aims to investigate the difficulties faced by elementary school teachers in teaching reading comprehension to children with ASD and the importance of adaptive pedagogical approaches. The central question is: to what extent are the reading strategies used by teachers helping to overcome the difficulties of these students? The research is field, with a qualitative and quantitative approach, and analyzes the narratives of three elementary school teachers from a private school in Teresina-PI. A semi-structured questionnaire with objective and subjective questions was used for data collection. The theoretical findings of authors such as Morais and Kolinsky (2015), Solé (1998) and Kleiman (2014) supported the analyses. The challenges in reading comprehension of students with ASD involve difficulties in decoding, interpretation, and emotional and social aspects. Identifying these barriers and applying specific pedagogical interventions are essential to promote inclusion and academic success. By creating a learning environment that is tailored to the needs of students, it is possible to ensure that everyone has the chance to become fruitful readers, regardless of their difficulties.