Estratégias de leitura para alunos com autismo: uma revisão sobre práticas e desafios

Abstract

This study, entitled: Reading Strategies for Students with Autism: A Review of Practices and Challenges, aims to analyze the reading strategies used by students in the upper elementary grades with Autism Spectrum Disorder (ASD), seeking to understand their effectiveness and applicability in the learning process. To achieve this purpose, a qualitative bibliographic research with a descriptive approach was carried out, based on theoretical studies and scientific articles available in databases such as SciELO, Google Scholar, and CAPES journals. The results of the review indicate that students within the autism spectrum present specific difficulties in reading comprehension, especially in aspects related to the interpretation of inferences, metaphors, and implicit elements of the text, due to cognitive, linguistic, and socio- emotional particularities. The most effective strategies identified involve the use of visual resources, multisensory methods, guided reading, predictive reading, phonics activities, and linguistic mediation, which, when applied in an adapted way, favor the development of comprehension, autonomy, and engagement in the reading process. In conclusion, teaching reading to students with ASD should go beyond simple decoding, valuing reading as a social practice and an instrument of inclusion. Sensitive teaching practices and ongoing professional development are essential to promote more accessible practices that respect the unique characteristics of students and contribute to effective school and social inclusion.