AUTISM AND EARLY CHILDHOOD EDUCATION: PEDAGOGICAL STRATEGIES FOR PROMOTING INCLUSION AND DEVELOPMENT

Abstract

Autism Spectrum Disorder (ASD) is a neuropsychiatric condition that significantly impacts children's communication, behavior, and social interactions, requiring a specialized and inclusive educational approach. Early childhood education plays a crucial role in promoting the comprehensive development of these students, and it is essential that professionals in the field adopt pedagogical strategies that meet their specific needs, promoting their effective participation in the school environment. Research on autism and educational inclusion points to the importance of differentiated pedagogical practices and ongoing training for educators to ensure that children with ASD receive the necessary support for their full development. Authors such as Vygotsky, with his socio-interactionist theory, Piaget, with his focus on cognitive development, and autism experts such as Lorna Wing and Tony Attwood, offer an important theoretical basis for the construction of effective pedagogical strategies. This study aims to explore the main approaches used in early childhood education to promote the inclusion of children with ASD, highlighting the relevance of teacher training and the application of specific methods that favor the social, cognitive and emotional development of these children.