Abstract

This research arose from the need to know the sensory characteristics of the person with autism spectrum disorder (ASD) and alternative forms of communication between the education professional and the student with autism, in order to contribute to school inclusion and the teaching-learning process of geography. The objective is to analyze the atypical characteristics of students with ASD, identifying possible stimuli for the development of their skills and producing didactic-pedagogical material that contributes to the teaching-learning process for the geography teacher and their student with autism. To this end, the methodological procedures used were bibliographic research and documentary research as a data collection technique and content analysis as well as the data analysis technique. Among the results achieved, knowledge about the autism spectrum and strategies for the inclusion and well-being of students with autism in the school environment were expanded; elaboration of models of a routine framework for orientation and communication of students with autism and of a Picture Exchange Communication System (PECS) adapted for teaching about place and living space, content of the 6th year of elementary school, as a proposal for a didactic-pedagogical resource for the teacher to use when teaching geographic science classes. The present work raises awareness about the importance of individuals living with differences in society, developing care, respect, and empathy for others. 

Keywords

autism spectrum disorder, student with autism, school inclusion, geography teaching