Analyzing the use of metacognitive strategies in students with ASD:

An exploratory study

Abstract

The article describes a case study on the possible impacts of using certain teaching strategies in science classes for students with ASD. With a qualitative approach, of the participant observation type, activities of reading and understanding texts on the pandemic theme were elaborated, put into practice with three students diagnosed with ASD, aged between fourteen and seventeen years, from a specialized educational service center. Video recordings of the classes and written records prepared by the students were submitted to content analysis, using the framework for coding metacognitive skills proposed in recent research on the subject. The results suggest that it is feasible and promising to use teaching-learning strategies of a metacognitive nature in educational activities for students with ASD, since such practice seems to contribute to the establishment of an environment favorable to dialogicity and to motivate students to acquire and make use of different metacognitive skills.