Potencialidades do uso da argila para o engajamento de uma criança com autismo em práticas de sala de aula

Abstract

This dissertation investigates the potential of using clay as a tool to promote the engagement of a child with Autism Spectrum Disorder (ASD) in school activities. Grounded in the principles of Universal Design for Learning (UDL) and EvidenceBased Practices (EBPs), the research adopts a mixed-methods approach (quantitative and qualitative), using a reversal design (AxBxAxB) in a single-case experimental study. The objective was to assess the participant's level of engagement during practical activities proposed with and without the use of clay. The intervention was carried out in a private elementary school with a 6th-grade, non-verbal student diagnosed with level II support ASD and Down Syndrome, within the subjects of History and Geography. The results indicated a significant increase in engagement levels during the intervention, suggesting that clay—due to its sensory, expressive, and inclusive qualities—can be an effective resource for promoting greater participation and attention among students with autism in the classroom. The research also highlights the need for further studies investigating the use of artistic materials in the context of inclusive education, contributing to teacher training and the development of more equitable and sensitive pedagogical practices that embrace diversity.