INCLUSIVE EDUCATION: TEACHING PRACTICES FOR TEACHING MATHEMATICS TO AUTISTS MEDIATED BY DIGITAL TECHNOLOGIES
Teaching. Digital inclusion. Autism. Computing.
This study aims to investigate the practices related to the teaching of high school students with autism spectrum disorder in Rondonópolis city, mediated by the use of digital technologies. The research methodology adopted is basic, as regards nature, and exploratory, as regards objectives. As procedures Bibliographic Research was used, conducted by concepts of Systematic Literature Review on studies published in the period from 2009 to 2019, the data were obtained from a pedagogical training proposal given to mathematics teachers. The data analysis employed has a qualitative approach, using qualitative meta-synthesis and concepts from Grounded Theory. The theoretical foundation is based on concepts related to the use of digital technologies in teaching mathematics to autistic students. As a result, this study can identify the digital technologies most used today in practices for teaching mathematics to autistic students, bringing reflections on the knowledge of autism to education professionals and the community, provided by an online pedagogical training.