Accessibility in education: using hyperfocus as an instrument in the mathematical learning through adapted activities

Abstract

This experience report seeks to document the pedagogical/teaching work of the authors with their special education students, more specifically the students with autism spectrum disorder (ASD). According to the federal law 12.764 (BRAZIL, 2012), a person diagnosed with ASD is considered a Disabled Person (DP) and, for that reason, has the right to receive all the adaptations in the school environment. Embracing these students is the role of every school unit, including the teacher, who must elaborate adapted activities and exams. Working with hyperfocus is beneficial and revealed to be an useful instrument to provoke the pupil’s interest in learning mathematics.