Use of teaching resources in pedagogical interventions for neurodivergent students
Use of teaching resources in pedagogical interventions for neurodivergent students
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.854Keywords:
Neurodiversity, Didactic resources, Inclusive education, Gamification, Assistive technologies.Abstract
This article presents a literature review on the use of didactic resources in pedagogical interventions aimed at neurodivergent students, such as those with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and dyslexia. The analysis of the studies reveals that adapted didactic resources, including visual materials, assistive technologies, and gamification strategies, play a crucial role in facilitating learning and promoting the inclusion of these students in educational settings. However, the effectiveness of these interventions depends on factors such as continuous teacher training, institutional support, and the adequacy of technological infrastructure. Additionally, the review identifies gaps in the literature, highlighting the need for longitudinal studies and more rigorous methodologies to evaluate the long-term impacts of these interventions. The practical and policy implications suggest that effective inclusive education requires an institutional commitment to teacher training, the provision of adequate infrastructure, and the promotion of digital inclusion. This study offers a theoretical and practical foundation for the development of pedagogical strategies that recognize and value neurodiversity.
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Copyright (c) 2025 Paula Bernardes de Morais, Laurita Christina Bonfim Santos, Lucimar Venâncio Amaral, Luiz Edgard Bueno Filho, Emanuella Silveira Vasconcelos (Autor/in)
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