Ensino de programação introdutória para autistas: uma revisão sistemática de literatura

Abstract

This paper presents a Systematic Literature Review (SLR) on approaches to teaching introductory programming to students with Autism Spectrum Disorder (ASD). The review examines pedagogical strategies, technological resources, and reported outcomes. The findings highlight the prevalence of active learning approaches, including educational robotics, block-based programming, and game-based learning, often combined with scaffolding strategies. Evidence indicates positive effects on engagement and the development of Computational Thinking skills. However, challenges remain, such as the lack of standardized assessment instruments and the limited number of studies focused on Higher Education, underscoring the need for more inclusive methodologies and consistent evaluation practices.