As abordagem multissensorial nas habilidades de alfabetização de crianças com transtorno do espectro autista (tea): estratégias e recursos: revisão de escopo

Abstract

The literacy process of children with Autism Spectrum Disorder (ASD) presents a series of challenges that require the adoption of specific methodologies adapted to their individual needs. The multisensory approach has stood out as an effective strategy by integrating visual, auditory, tactile, and kinesthetic stimuli into the teaching-learning process. This study aimed to map, through a scoping review, the multisensory strategies described in the scientific literature for the literacy of children with ASD. The methodology followed the guidelines of the Joanna Briggs Institute (JBI) and the PRISMA-ScR protocol, considering studies without restrictions on type, year, or language, located in national and international databases. The results showed a shortage of publications in Portuguese, highlighting a gap in national scientific production. The most frequent strategies involved the use of manipulative materials, such as raised letters and word boxes; tactile activities, such as letter tracing in sand; and digital resources like the E-Word Wall for vocabulary reinforcement. Practices combining auditory and visual stimuli, such as associating sounds with letters, also stood out. It is concluded that the systematization of these findings can support teacher training and guide the implementation of more accessible and inclusive pedagogical practices in the literacy process of children with ASD.