Educação inclusiva e o processo de ensino aprendizagem na língua inglesa para alunos com autismo

Abstract

The present study aims to analyze the process of teaching English to students with autism in inclusive education, with the aim of identifying teaching strategies that promote the adaptation and success of these students. Authors such as Nogueira (2017), Barbosa and Bezerra (2021) and Medrado and Celani (2017) are the main references for the theoretical foundation, addressing the multisensory approach, the importance of alternative communication and the need for teacher training. Using qualitative and bibliographic methods, this study analyzed articles and books obtained from SciELO and Google Scholar, from 2014 to 2021. The confirmed hypotheses suggest that structured instructional practices involving visual resources and adaptive communication strategies in English language teaching are fundamental for the linguistic and social development of students with autism. These findings reinforce the importance of welcoming and adaptive educational environments and suggest further empirical research to validate these practices.