TEACHER STRATEGIES IN THE TEACHING-LEARNING PROCESS OF CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) IN THE EARLY YEARS

Abstract

The aim of this article was to investigate the teacher's strategies in the teaching-learning process of children with Autism Spectrum Disorder (ASD) in the early years. Based on this, the specific objectives included the investigation of the didactics used by the teacher to include the student with ASD and analysis due to the existence of specific training to develop strategies that provide successful teaching-learning in the school environment. Qualitative research was selected, which is produced from the analysis of the questions raised for the teachers appointed as P1 and P2 in the municipality of Jaboatão dos Guararapes. This article is based on the statements of (Mantoan, 2022, p.7) and (Silva, 2022, p.18). The results of this research showed a lack of concern for specific training in the area of ​​activity, as well as a lack of knowledge on the topic of inclusion in the learning of children with autism spectrum disorder, thus making the issue of equal learning opportunities far from theory for atypical children. The conclusion points to the need for awareness and personal involvement in ongoing training for early years teachers with an emphasis on the inclusion of neuroatypical children.