Inclusão, práticas e a importância do ensino de matemática para crianças com Transtorno de Espectro Autista (TEA)

Abstract

This paper stands out within a historical context concerning the processes of inclusion and education, specifically focusing on students with autism children diagnosed with Autism Spectrum Disorder (ASD) within the educational framework, particularly in mathema- tics education. Studies related to teaching mathematics to children with autism spectrum disorder did not emerge from nowhere. In this context, it is both essential and relevant to highlight, from a historical perspective, the processes of inclusion of people with disabi- lities in a general context, and subsequently address the educational field with a specific emphasis on children with autism and mathematics teaching. In addition to providing a historical overview of the initial efforts toward the inclusion of individuals with disabili- ties in both general and educational contexts, this study will also discuss the practices and methods developed and implemented to improve the methodologies and practices of mathematics teaching for autistic children. Furthermore, it will emphasize the impor- tance and relevance of teaching mathematics to children with Autism Spectrum Disorder (ASD). The methodological approach of this research will be qualitative in nature, ad- dressing topics related to the central theme through literature review. These reviews will include theses, dissertations, monographs, academic articles, and other scholarly works related to the subject of this study.