THE INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION: TEACHER TRAINING, PUBLIC POLICIES AND PEDAGOGICAL PRACTICES

Abstract

This article aimed to analyze, in light of academic literature, how teacher training, public education policies and pedagogical practices influence the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education. It is a bibliographic research with a qualitative approach, based on the analysis of scientific works, official documents and recent studies on the topic. The results indicate that, although the right to inclusion is legally guaranteed, there is still a gap between policies and classroom reality. Many teachers report feeling unprepared to work with students with ASD, which reveals gaps in initial training and the need for critical and reflective continuing education. Furthermore, inclusive pedagogical practices remain unequal among institutions and are often dependent on individual teacher initiative. It is concluded that the effective inclusion of children with ASD in Early Childhood Education depends on the strengthening of public policies, the enhancement of teacher training and the development of pedagogical practices that recognize and respect each child's uniqueness.