CONSIDERATIONS ABOUT HYPERFOCUS AND METHODOLOGICAL ADAPTATION FOR AUTISTIC STUDENTS

Resumo

This article aims to make considerations about Autism Spectrum Disorder (ASD), and methodological adaptations for autistic students, focusing on David Ausubel's Theory of Meaningful Learning and its relationship with hyperfocus as a pedagogical tool. The methodology used is the bibliographic review, based on recent national studies on inclusive education, neurodiversity and pedagogical practices. The results indicate that hyperfocus and meaningful learning can be effective ways to enhance the teaching of autistic students, especially when considering their specificities, proving to be essential to ensure an inclusive and equitable education.

DOI: 10.56238/IIIEducationCongress-022