Evaluation and active methodologies as allies to promote learning for children with ASD

Abstract

The objective of this article is to conduct a theoretical review of existing literature from 2014 to 2024, focusing on assessment and active learning methodologies for children with Autism Spectrum Disorder (ASD). The study seeks to identify how these approaches are configured and utilized as intervention elements to facilitate the cognitive development of children with autism, highlighting their relevance and effectiveness in the inclusive educational context. The results indicate that there is still a scarcity of research discussing assessment, active methodologies, and the learning of children with ASD simultaneously. It was concluded that the use of active methodologies, with an emphasis on enhancing inclusive education and innovating assessment methods, positively supports teachers’ work. By reformulating their pedagogical practices and rethinking their assessment actions, teachers may also reduce the barriers that lead to the invisibility of students with disabilities, especially those whose uniqueness is characterized by Autism Spectrum Disorder.