INCLUSION OF STUDENTS WITH ASD IN EARLY CHILDHOOD EDUCATION: SOCIAL AND COGNITIVE DEVELOPMENT

Abstract

This research addresses the inclusion of students with Autism Spectrum Disorder (ASD) in Early Childhood Education, focusing on their cognitive and social development. The qualitative research used observations and semi-structured interviews with experienced teachers to understand inclusive pedagogical practices and the challenges faced in the school environment. The results demonstrate that teacher mediation, partnership with families, and adaptation of activities are essential to promoting the effective participation of students with ASD. Despite advances in inclusive educational policies, challenges such as lack of resources, insufficient ongoing training, and resistance from some professionals persist. It is concluded that effective inclusion depends on planning, pedagogical sensitivity, and collaboration between school, family, and community, ensuring meaningful learning opportunities and valuing differences. This study contributes to the reflection on the importance of inclusive education in building a more just and welcoming society.