INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION: ASSESSMENT AND INTERVENTION THROUGH APPLIED BEHAVIOR ANALYSIS

Abstract

This article aimed to analyze the inclusion of students with Autism Spectrum Disorder in early childhood education, focusing on assessment processes and interventions based on Applied Behavior Analysis (ABA). The main objective was to understand how inclusive pedagogical practices can foster the effective participation and overall development of these children in the school environment. The study adopted a qualitative bibliographic approach, using books, scientific articles, and normative documents on inclusive education as its basis. The results indicated that continuous assessment is essential to identify strengths and needs, allowing appropriate pedagogical adjustments. It was also evidenced that ABA significantly contributes to the development of social, communicative, and academic skills, providing practical support to early childhood teachers. The research also highlighted the importance of teacher training, family participation, and school management commitment in building inclusive environments. It is concluded that the inclusion of students with ASD should not be seen as an isolated act, but as a collective and permanent process capable of transforming the school into a democratic, welcoming, and diversity-oriented space.