EDUCAÇÃO MATEMÁTICA INCLUSIVA: DESAFIOS E METODOLOGIAS NO ENSINO PARA ESTUDANTES COM TEA

Abstract

This research investigated the strategies and challenges of Inclusive Mathematics Education for students with Autism Spectrum Disorder (ASD) in the early years of Elementary School. The main objective was to analyze how curricular adaptation, technological support, and teacher mediation can enable the learning of logical and abstract concepts. Methodologically, an exploratory bibliographic review was conducted, grounded in authors such as Mantoan, Oliveira, and Pimentel. The results indicate that effective inclusion goes beyond physical placement, requiring the application of Universal Design for Learning (UDL) principles to remove cognitive barriers. It was found that the use of visual resources, manipulative materials, and assistive technologies — such as Augmented and Virtual Reality — are fundamental to converting mathematical abstraction into concrete experiences. Furthermore, the crucial role of continuing education and the collaboration between the general classroom teacher and the Specialized Educational Service (SES) was highlighted. It is concluded that the individualization of teaching and the structuring of predictable routines reduce anxiety and promote the student's intellectual autonomy. Thus, inclusive mathematics reveals itself not only as legal compliance but as an essential tool for the integral development and citizenship of the student with autism, guaranteeing them the subjective right to learn with equity and meaning