APPROPRIATE PEDAGOGICAL PRACTICES FOR NONVERBAL AUTISTIC STUDENTS IN THE EARLY YEARS OF BASIC EDUCATION.

Abstract

This study aims to analyze and discuss appropriate pedagogical practices for nonverbal autistic students in the early years of basic education, considering their communicative, cognitive, and socio-emotional particularities. The qualitative research is based on a literature review and documentary research, using scientific articles, books, dissertations, and official documents published in the last 25 years, in Portuguese, English, and Spanish. The analysis of the selected studies revealed that the absence of speech does not imply an absence of communication, but demands the use of alternative and augmented communication resources, such as assistive technology, augmentative and alternative communication, and curricular adaptations. The results show that visual, structured, and sensory pedagogical practices favor the active participation and meaningful learning of these students, especially when combined with teacher mediation strategies and inclusive environments. It concludes that continuing teacher training, access to accessible resources, and an understanding of the unique forms of interaction of nonverbal autistic students are essential elements for promoting truly inclusive education. The study reinforces the need to expand research and investments that ensure practices capable of meeting the specific needs of this population.