Visual thinking and autistic spectrum: reflections for teaching in the face of neurodiversity

Abstract

This paper brings reflections on academic barriers faced by those who present visual thinking, a characteristic present in many subjects with autism spectrum disorder (ASD). We describe the particularity of a course completion work carried out by a visual thinker diagnosed with ASD and who is co-author of this paper. That work stands out for its hybrid language - verbal-written and imagery forms, combined. We present the pedagogical and communicational barriers and, at the same time, how they draws attention to rethink didactics, in favor of neurodiversity and other special educational needs, especially considering that not all readers express understanding through writing. We highlight the psychopedagogical concept of learning modality, autobiographical references from Temple Grandin, autistic person and visual thinker, notes from Gardner’s Theory of Multiple Intelligences and the value of authorship in image translations.