ENGLISH AND PORTUGUESE LANGUAGE TEACHING METHODOLOGIES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD): CURRICULAR ADAPTATIONS AND VISUAL RESOURCES

Abstract

This study aims to analyze teaching methodologies applied to Portuguese Language and English Language instruction for students with Autism Spectrum Disorder (ASD), emphasizing curricular adaptations and the use of visual resources as facilitating strategies in the teaching-learning process. Considering the challenges faced by education professionals in developing inclusive pedagogical practices, it is necessary to understand resources and methodologies that favor the participation and academic development of these students. The research is characterized as bibliographic, qualitative and descriptive in nature, grounded in studies on inclusive education, pedagogical practices, and language teaching. The results demonstrate that the use of curricular adaptations, visual materials, assistive technologies, and active methodologies significantly contributes to the development of communication, textual comprehension, vocabulary acquisition, and school participation of students with ASD. It is concluded that the adoption of inclusive pedagogical strategies favors meaningful learning and promotes greater student autonomy.