Uso de jogos digitais e ensino de leitura para estudantes com autismo

Abstract

The number of students with Autism enrolled in the education system has been growing throughout Brazil. However, there is still a lack of teachers with adequate training to identify evidence-based practices that utilize digital games for teaching reading skills to students with Autism and that aim to facilitate the inclusion of these students in the classroom. The objective of this research is to evaluate the use of digital games for teaching reading. To this end, two studies will be conducted. The first study consisted of a systematic literature review on the contributions of digital games to the teaching of reading to students with Autism, considering research published between 2017 and 2022. The Parsifal software was used for the organization of bibliographic data to assist in the selection of articles. Seven (7) studies were found that validated the use of digital games for teaching reading, in addition to other secondary areas of development. The second study involved evaluating the effectiveness of an online teaching program for teachers based on video instruction and feedback. Five (5) volunteers from the municipal public network of the state of Alagoas, who have been directly and/or indirectly teaching children with Autism for more than a year, participated. The methodology used in this study was the single-subject A-B design. The training package was structured into two distinct modules. Each course module consisted of the presentation of three videos, in which the researcher addressed the content. After watching the videos on the content, participants had access to a questionnaire with three questions per module. Each question presented four objective alternatives: three incorrect and one correct. Based on the addressed questionnaires, the results showed that the use of informative videos and instructional feedback allowed the research participants to be trained to select and use digital games to teach reading skills. Participants achieved a performance rate between 66.67% and 100% in the intervention and module review. The training conducted through computerized training in the second study can be used in training programs with a larger number of people, helping participants to select and apply digital games in cases of students with Autism to teach reading skills.