Literature Review on Autism Spectrum Disorder in a Metacognitive Perspective

implications for the teaching and learning process

Abstract

This study aims to develop a literature review on how metacognitive skills can impact the teaching and learning process of students with autism spectrum disorder. The methodology adopted was a literature review in the databases OASISBR; SciELO Brazil; Scopus and ERIC. The keywords adopted were: "Autism Spectrum Disorder"; "Autism"; "Metacognition" and "Learning", and their English versions. Four articles that met the inclusion criteria were selected for analysis. The results point to a lack of research on this subject in Brazil, however, with a development in countries such as the United States and the United Kingdom. It is observed that autistic subjects, although in some cases have greater difficulty in developing metacognitive skills, these can be developed with the use of the right resources, which leads to an improvement in their teaching and learning process, for promoting metacognitive skills.