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

Abstract

This study focuses on the inclusion of children with autism in Early Childhood Education, highlighting the pedagogical strategies that have proven effective in this context. The research highlights the importance of creating inclusive environments from the earliest years of life, considering the benefits for all those involved in the educational process. The study justifies the need to understand practices that adequately address the specificities of autism, promoting care that respects the particularities of each child. The main objective of the research is to identify promising pedagogical strategies for the inclusion of these children in the school environment. To this end, the methodology used was a bibliographic review that covered several academic sources. Among the topics addressed are school inclusion, the challenges faced, the necessary adaptations, the use of Augmentative and Alternative Communication (AAC), the importance of personalized intervention, and collaboration between different professional areas. In addition, the study highlights the need for specialized training for educators, presenting approaches and resources that contribute to the ongoing training of the professionals involved. Overall, this study seeks to contribute to the creation of increasingly inclusive educational environments in Early Childhood Education, offering support to children with autism and promoting a fairer and more welcoming education.