CASE STUDY - HOW PLAYFUL GAMES CAN HELP IN READING AND COMMUNICATION FOR A STUDENT WITH ASD, ANXIETY DISORDER AND ADHD Adriana Flavio Pereira dos Santos, Anna Laryssa Almeida Bertuci, Jenniffer Stefanie de Lana Souza, Maria José Correa Veronezi, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

The increase in the identification of students with Developmental Disorders demands specialized educational practices adapted to their unique needs. Public schools are progressively incorporating strategies that address this requirement, with playful and personalized approaches proving particularly promising. This study aims to illustrate the beneficial impact of educational games on the literacy of students with multiple special needs. We focus on how these games can facilitate cognitive development and social inclusion for students with specific challenges. The case studied involves a seventh-grade student from a municipal school in Santos/SP, participating in playful activities during off-school hours, within the Specialized Educational Assistance (AEE) framework. These activities were designed to enhance reading, text interpretation, and vocabulary skills, also considering the student's social and emotional experiences. A notable improvement in text comprehension, logical reasoning, and pronunciation was observed, although challenges with complex syllabic structures and specific errors persisted. This evolution is attributed to educational games and speech therapy support. The analysis highlights that reading and text interpretation difficulties can have multiple causes, including learning and contextual factors. However, innovative approaches like educational games can provide new avenues for learning, supporting both academic performance and the development of social skills in students with disorders. This study reinforces the need for personalized and student-centered educational strategies for the effectiveness of inclusive education.