THE INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN THE EARLY YEARS OF EDUCATION

Abstract

This study aimed to investigate how the inclusion of children with Autism Spectrum Disorder occurs in the Educational Scope of early years in the public school system in the city of Escada. The specific objectives included identifying the inclusion practices offered by the municipal education network, verifying in the research field which strategies are used by teachers who serve children with TEA and analyzing whether there is ongoing training for teachers involved in the inclusive perspective. The theme is justified through expository classes, through supervised internships, with the aim of highlighting that pedagogical practice is fundamental for the acquisition of cognitive and socio-emotional development. The methodology adopted was qualitative in nature, which involved the application of questionnaires with two teachers identified as P1 and P2 from a municipal school in the municipality of Escada, located in the rural area. This work is based on (Salvini, 2019) and (Santos, 2023). The results obtained indicate that the main problem faced is the lack of continuous training for teachers to develop the teaching-learning process based on adapted activities. The conclusion emphasizes that investment in specific training for educational professionals is essential, as well as the need to use the necessary pedagogical resources to provide an inclusive education for children with specific needs, ensuring growth and development in the school environment.