THE ADAPTATION OF PLAY-BASED MATERIALS IN THE INCLUSION OF AUTISTIC CHILDREN IN EDUCATION

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DOI:

https://doi.org/10.61164/vx5tq184

Abstract

The use of play in the inclusion of autistic children represents one of the most important activities, as it encourages playing, gaming, and creating, promoting cognitive and socio-emotional development and becoming a positive tool for acquiring knowledge. It enhances learning practices through both playful activities and games that stimulate attention, concentration, interest, and communication. The adaptation of materials plays an essential role in this process, as it makes it possible to adjust activities to the specific needs of each autistic child, ensuring active participation in the proposed experiences while respecting sensory, cognitive, and motor particularities. By modifying colors, textures, sizes, or rules, the professional enables play to become accessible and therapeutic. Objective: To analyze the importance of adapting playful activities in order to foster the development of multiple skills and sensory-perceptual improvement in an inclusive context. Methodology: This is a qualitative study using a participant-observation approach, conducted in a clinical setting. Results: It was identified that the use of adapted playful activities and materials significantly contributed to the children’s overall development; the interventions proved effective in expanding communication, shared attention, and emotional expression. Improvements were also observed in social interaction, engagement in proposed activities, and the ability to concentrate during sessions, fostering creativity and making the therapeutic environment more welcoming, inclusive, and enjoyable. Conclusion: When inserted in a planned and intentional manner, the adaptation of materials allows the inclusion process to occur naturally and playfully, respecting each child’s pace, needs, and particularities. Adapted play promotes the development of cognitive and social skills, stimulates creativity, autonomy, self-confidence, and holistic growth through effective inclusion in educational and therapeutic environments.

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Author Biographies

  • Arthur Machado Santos Sesconi Sesconi, IFRJ

    High school student enrolled in the Business Administration program at the Federal Institute of Rio de Janeiro, São Gonçalo Campus, recipient of a CNPq scientific initiation scholarship. I have exemplary communication skills, with proficiency in Portuguese, intermediate English, and basic Spanish. I am motivated and open to new experiences and opportunities in the academic world, always seeking to expand my knowledge and actively contribute to school projects and activities.

  • Mariana Torres Fernandes da Costa, ISAFAC

    Licenciada en Derecho por la Universidad Estácio de Sá (2007), con experiencia en el ámbito jurídico. Actualmente en transición profesional, ingresó en Terapia Ocupacional en el Instituto Superior de la AFAC, cursando el quinto semestre de Terapia Ocupacional. Forma parte como estudiante del Grupo de Abordaje, Investigación e Intervención Transdisciplinaria en Terapia Ocupacional (GAPITTO), del Instituto Federal de Educación, Ciencia y Tecnología de Río de Janeiro (IFRJ), siendo voluntaria desde 2024 en el proyecto: Inclusión de adolescentes con trastorno del espectro autista y ansiedad en la perspectiva académica en la enseñanza secundaria vinculada a la Vicerrectoría de Investigación e Innovación del IFRJ. Su objetivo es integrar los conocimientos jurídicos a la promoción de la salud y los derechos humanos, con un enfoque en prácticas inclusivas e interdisciplinarias.

  • Jardel Augusto Dutra da Silva Lemos, UERJ

    PhD in Education from UFRJ, with an emphasis on childhood studies, focusing on light and shadow play. Master’s degree in Education, Culture, and Communication from UERJ. Specialist in Knowledge and Practices in Basic Education with an emphasis on Contemporary Art Teaching (UFRJ). Also holds specializations in Art Therapy and School Management. Bachelor’s degree in Dance (UFRJ) and a teaching degree in Geography (UERJ). Currently pursuing a teaching degree in Visual Arts (Faveni). His main areas of work include: Education, School, Childhood, Didactics, Cultures, Art Therapy, children with Autism Spectrum Disorder (ASD), and the adaptation of educational materials for children with ASD. Full Member of the Municipal Council of Culture of Rio de Janeiro. Substitute Professor at the Faculty of Teacher Training (FFP) at UERJ. Former Dance Education teacher in formal education and early childhood education settings, working with both Early Childhood and Elementary School levels. In 2025, he released the books 32 Letters to the Master of Hope and Shadow and Light Play, both published by CRV Publishing.

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Published

2025-11-28

Issue

Vol. 20 No. 03 (2025): REMUNOM - ISSN 2178-6925

Section

Artigos

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Copyright (c) 2025 Arthur Machado Santos Sesconi Sesconi, Mariana Torres Fernandes da Costa, Jardel Augusto Dutra da Silva Lemos, Angela Maria Bittencourt Fernandes da Silva

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How to Cite

THE ADAPTATION OF PLAY-BASED MATERIALS IN THE INCLUSION OF AUTISTIC CHILDREN IN EDUCATION. (2025). REMUNOM, 20(03), 1-22. https://doi.org/10.61164/vx5tq184