Desafios e estratégias pedagógicas no ensino de química para estudantes com transtorno do espectro autista (TEA) e transtorno do déficit de atenção com hiperatividade (TDAH): uma revisão da literatura brasileira

Abstract

This study analyzes the main challenges and pedagogical strategies identified in the Brazilian scientific literature for the promotion of an inclusive Chemistry teaching aimed at students with Autism Spectrum Disorder (TEA) and Attention Deficit Hyperactivity Disorder (TDAH). It is a qualitative, bibliographic and exploratory research, carried out through searches in the Google Scholar, SciELO and CAPES Periodicals Portal databases, including publications in Portuguese of the last ten years. After using the inclusion and exclusion criteria, eleven studies were selected, among articles, dissertations and course completion papers. The thematic analysis showed three main axes: (i) pedagogical strategies and adapted teaching resources for students with TEA; (ii) structural and training challenges faced by teachers; and (iii) the low presence of research about TDAH in Chemistry teaching. The results indicate that visual resources, three-dimensional models, educational games, active methodologies and adapted experimentation favor the learning of neurodivergent students, while the insufficiency of teacher training and the lack of institutional support remain as recurring obstacles. It is concluded that the execution of inclusive education in Chemistry teaching needs an articulation between teacher training, curricular flexibility and development of accessible materials, besides the expansion of research about TDAH in the area.