Wordwall as assistive technology: inclusion of students with Autism Spectrum Disorder in science teaching
The inclusion of students with Autism Spectrum Disorder (ASD) in science teaching still presents challenges, especially with regard to the adaptation of pedagogical methods and resources. In view of this, this research aims to carry out a bibliographic review to analyze the use of the Wordwall platf...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Revista Dialogia (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/28287 |
| Acceso en línea: | https://periodicos.uninove.br/dialogia/article/view/28287 |
| Access Level: | acceso abierto |
| Palabra clave: | tecnologia assistiva transtorno do espectro autista wordwall. assistive technology wordwall autism spectrum disorder |
| Sumario: | The inclusion of students with Autism Spectrum Disorder (ASD) in science teaching still presents challenges, especially with regard to the adaptation of pedagogical methods and resources. In view of this, this research aims to carry out a bibliographic review to analyze the use of the Wordwall platform as an Assistive Technology tool aimed at promoting a more inclusive Science teaching for students with ASD. With a qualitative, descriptive and bibliographic approach, studies indicate that the platform is effective due to its accessibility, interactivity and adaptability, contributing to a more dynamic and meaningful learning. Thus, its implementation in the school context represents an innovative strategy to promote a more inclusive and equitable education, ensuring that all students have learning opportunities appropriate to their needs. |
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