INCLUSIVE PEDAGOGICAL PRACTICES FOR CHILDREN WITH ASD IN EARLY CHILDHOOD EDUCATION

Abstract

The inclusion of children with Autism Spectrum Disorder (ASD) in early childhood education is one of the main challenges of contemporary education, especially regarding participation and learning in the school environment. This study aims to analyze inclusive pedagogical practices aimed at children with ASD, based on theoretical references and the analysis of everyday school situations. This is a qualitative bibliographic research with a practical approach through the reflective analysis of a simulated case study. The results indicate that strategies such as routine organization, intentional pedagogical mediation, and activity flexibility favor engagement, social interaction, and child development. It is concluded that effective inclusion depends on pedagogical intentionality, teacher training, and the construction of an inclusive school culture.