USE OF DIGITAL GAMES AND READING INSTRUCTION FOR STUDENTS FOR STUDENTS WITH AUTISM
Literacy; Autism; Teacher Training; Digital games; Reading skills.
Autism Spectrum Disorder (ASD) is classified by the DSM-5 (2014) as a set of difficulties in communication and social interaction, along with disruptive behaviors and restricted interests. Recently, the number of students with autism enrolled in the education system has been growing exponentially nationwide. However, there is still a shortage of teachers with adequate training to identify active methodologies that include the inclusion of new ways to teach reading and literacy skills to autistic students through digital games. It is important to consider approaches using digital technologies that aim to promote the inclusion of students in the classroom. The objective of this study is to investigate whether teacher training would be effective in selecting and applying games to promote literacy and stimulate reading skills. To accomplish this, two studies will be conducted. The first study consisted of a systematic literature review on the contributions of digital games to literacy and the stimulation of reading skills in individuals with autism. Seven studies were found that demonstrated significant efficacy in the use of digital games for literacy and reading development, as well as other secondary areas of development. The second study aims to evaluate the effectiveness of an online teaching program for teachers based on video instruction and feedback. Currently, the script for the videos to be presented in the course has been initiated.