Teaching practice and the learning of children with Autism Spectrum Disorder (ASD) in elementary education: a literature review

Abstract

The purpose of this article is to promote an in-depth analysis of teaching practice and the learning of children who face the challenge of Autism Spectrum Disorder (ASD) in elementary education. The approach adopted in this study is based on extensive research and a critical review of the existing literature, encompassing works and authors that discuss and explore this highly relevant topic. The results of this investigation highlight that educators play a fundamental role in the learning process of students with ASD. Additionally, they implement pedagogical practices that are essential for the development of the skills, competencies, and knowledge required for the educational progress of these students. The findings also emphasize that, like their peers, students with ASD have distinct modes and rhythms of learning. Inclusive education should be guided by an understanding of individual differences and the adaptation of pedagogical strategies to address these specific needs. The research confirms that teaching practice plays an irreplaceable role in the learning process of students with ASD. It is the key to success in their school inclusion and educational development.