THE PEDAGOGY OF CHESS IN THE CONTEXT OF INCLUSIVE EDUCATION: AN INTEGRATIVE REVIEW OF CONTRIBUTIONS AND ADAPTATIONS FOR STUDENTS WITH AUTISM SPECTRUM DISORDER

Vitor Hugo Silvestre Borges, Silvio Luiz Rutz da Silva

Abstract


Inclusive education in Brazil, supported by the Law of Guidelines and Bases (LDB) and the Brazilian Law of Inclusion (LBI), faces practical challenges in the schooling of students with Autism Spectrum Disorder (ASD). This article presents a theoretical review that investigates the contributions of chess instruction for these students, as well as the methodological adaptations necessary to enhance their cognitive and social development. Methodologically, an integrative review was conducted in the SciELO, Google Scholar, and CAPES Journals databases (2015–2025), using combined search strings for chess and ASD, with data processed via content analysis. The results indicate that chess serves as an effective mediator in strengthening executive functions such as focused attention, working memory, and strategic planning. Owing to its rule-based and predictable nature, the game offers an emotionally safe environment that favors inhibitory control and reduces anxiety in autistic individuals. The relevance of integrating the principles of Universal Design for Learning (UDL) and gamification is noted to promote multisensory engagement and student motivation. It was concluded that adapted chess is a low-cost, high-impact pedagogical tool capable of promoting equity in opportunities and compliance with legal guidelines for inclusion. However, the effectiveness of the intervention depends on intentional teacher mediation and the use of visual support and systematic instruction. This study reinforces the need to expand empirical research in the Brazilian context to consolidate chess as an accessibility resource applicable in both Specialized Educational Assistance (AEE) and regular classrooms through Universal Design for Learning (UDL).

Keywords


executive functions; gamification; pedagogical accessibility; neurodiversity; specialized educational support

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DOI: http://dx.doi.org/10.46827/ejse.v12i3.6610

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