TEACHING STRATEGIES AND INTELLECTUAL REHABILITATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This qualitative case study investigated the teaching strategies adopted at a Specialized Center for Intellectual, Physical, and Visual Rehabilitation (CERIFV) and at a primary school, with the aim of identifying those with pedagogical potential to promote the learning of school knowledge and analyzing their implications in the intellectual rehabilitation process of children with Autism Spectrum Disorder (ASD). Data collection involved observations, questionnaires, and interviews with nine professionals working at CERIFV, as well as observations of classes taught by two teachers and a monitor in an elementary school class that included a child with ASD. The analysis of the data, guided by the perspective of historical-cultural psychology, showed that understanding the unique characteristics of children with ASD is fundamental to the construction of pedagogical practices that are meaningful for students and teachers. The results highlight the relevance of personalized approaches and collaborative work between the school and specialized services as essential elements for promoting human development in its highest form, for effective inclusion, and for the qualification of educational processes.

DOI: https://doi.org/10.56238/sevened2025.022-007