CHILDREN ON THE AUTISTIC SPECTRUM IN EARLY EARLY EDUCATION: CHALLENGES TO BE OVERCOME BY THE TEACHER

Abstract

It is a student’s with a ASD (Autism Spectrum Disorder) recognized right to have a quality and inclusive education. These rights are guaranteed by laws and corroborated by educational institutions and society in general. This understanding is understood to be essential to ensure the constitutional right to equality and education. However, it is necessary to reflect on the challenges faced by teachers on a daily basis in the classroom. The recognition and understanding of these challenges are a fundamental premise for the development of alternatives that can assist teachers, as they are a key element in the process of ensuring that the inclusion of these students actually occurs. Through this study, we use bibliographic research to analyze the theoretical references of authors recognized for their engagement with the theme of inclusion. For this purpose, we used lines of research written by the authors such as MANTOAN (2005), MOTA (2020) and CUNHA (2022), among others. The analysis of these works allowed the necessary observations and reflections on the theme, bringing to light of the current reality the confrontation of these ideas with the need for support and assistance to teachers. These professionals currently find, nowadays, within the context of the school environment, several obstacles to fulfill their function as a mediator in the inclusive process of students with ASD.