TEACHING STRATEGIES FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) IN EARLY CHILDHOOD EDUCATION

Abstract

This research investigated the most effective teaching strategies for the learning and inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, implemented in two schools located in the urban area of Escada, Pernambuco, Brazil. A qualitative and descriptive approach was adopted, using direct observation and semi-structured interviews with two teachers—one from a public school and one from a private school—as research instruments. The results showed that the teachers employed playful activities such as games, play-based tasks, music, storytelling, and the use of concrete materials, adapting activities and assessments to the individual needs of each child with ASD. The main challenges identified were the lack of ongoing professional development, scarcity of adapted materials, absence of support professionals, and limited family involvement. Interaction and communication with the students also required sensitivity, patience, and creativity to address these challenges. The most effective practices integrated playfulness, affective bonds, active pedagogical mediation, and close observation of individual needs. Establishing an emotional connection and engaging in sensitive listening proved essential for the socio-emotional development of children with ASD. It is concluded that the most appropriate strategies for inclusion combine playfulness, visual stimuli, structured routines, individualized adaptations, and collaboration between school and family, promoting engagement, autonomy, and holistic development in children with ASD.