THE CHALLENGES OF TEACHING PRACTICE: A REFLECTION ON THE INCLUSION OF AUTISTIC STUDENTS IN EARLY CHILDHOOD EDUCATION IN THE MUNICIPALITY OF ESCADA

Abstract

This article presents as a reflection the challenges of teaching practice aimed at the inclusion of autistic students in Early Childhood Education. Therefore, the work investigated how the inclusion of these students in regular teaching classes at this stage occurs. Knowing this importance, it is understood that it is necessary to provide and adapt not only the teaching, but the entire context to guarantee access to quality education for autistic children. Thus, it becomes evident that the teacher needs to be the mediator in the inclusive teaching-learning process, however, when it comes to the inclusion of autistic students in regular schools. It is worth mentioning that in view of the challenges faced, teachers must always look for ways to awaken the best in the student, so that there is knowledge and they can keep up with the pace of the classroom. This research has a qualitative methodological approach, which corresponds to exploratory research.