SPECIALIZED EDUCATIONAL SUPPORT FOR CHILDREN WITH AUTISM SPECTRUM DISORDER: INTERVENTION AND EARLY STIMULATION IN EARLY CHILDHOOD EDUCATION

Abstract

This article aimed to understand the role of Specialized Educational Support (SES) in the development of children with Autism Spectrum Disorder (ASD), focusing on early intervention and stimulation during Early Childhood Education. The research had a qualitative nature, based on a bibliographic review of national authors and legal documents that support inclusive practices. The results indicate that SES is a fundamental space for recognizing the specificities of children with ASD, providing pedagogical actions that enhance language, social interaction, and autonomy. It is also evident that the quality of support is directly related to the training of professionals, family dialogue, and articulation with mainstream education. It is concluded that early stimulation within SES can transform the learning process of children with ASD, promoting a more sensitive, equitable, and learner-centered education from the early school years.