REMOTE LABORATORIES AND THE LEARNING OF STUDENTS WITH AUTISTIC SPECTRUM DISORDERS DURING THE COVID-19 PANDEMIC

In the current COVID-19 pandemic phase, almost all educational institutions have been forced to undergo an abrupt transformation from face-to-face teaching to remote teaching, online, in a short period of time and at an accelerated pace. Thus, this paper aims to identify and present some issues related to the performance of remote laboratory activities and verify how traditional educational methods can be improved and contribute to the learning process of students with Autism Spectrum Disorder (ASD). For this purpose, the literature search methodology was used with a qualitative approach through which thirty-four articles found in the Wiley InterScience, Science Direct-Elsevier, ACM Digital Library, IEEE Xplore and Harvard Library databases were analyzed, having as a time frame the last twelve years. As a result, evidence has shown that remote laboratories can improve teaching methods and provide improvements in the learning of these students.