AUTISM, ORALITY, AND THE ENGLISH LANGUAGE: THE USE OF A DIDACTIC SEQUENCE MEDIATED BY VIRTUAL EXCHANGE

Abstract

The objective of this article is to present relevant studies on educational approaches that prioritize the development of oral skills in students with autism in Basic Education, through inclusion. The research points out how the acquisition of another language, mediated by digital technologies and based on an inclusive teaching perspective, can contribute to the development of oral skills and positively impact the interaction of verbal students with autism, since they may present gaps in communication. Studies highlight that bilingualism in autistic children can partially compensate for deficits related to Theory of Mind, understood as the ability to attribute mental states to other people. At the same time, the study evaluates the legal advances and educational policies implemented to welcome these students in Brazilian Basic Education. It is noteworthy that the inclusion of students with autism in schools is the result of greater societal awareness, the actions taken by the caregivers and families of these students, and the enactment of legislation aimed at inclusion. Consequently, statistics indicate a significant increase in the number of enrollments in regular Basic Education classes. This research also presents academic works that explore different pedagogical approaches to the inclusion of students with Autism Spectrum Disorder (ASD), including the use of assistive technologies and innovative methods. These studies highlight the importance of social interaction for the teaching and learning process, as well as for deconstructing stigmas and prejudices. Finally, the article emphasizes the challenges related to the implementation of inclusive education and the need to strengthen educational policies in order to guarantee a welcoming and efficient school environment based on respect for the historical and cultural diversity of students.