INCLUSION OF CHILDREN WITH ASD IN EARLY CHILDHOOD EDUCATION: CHALLENGES AND POSSIBILITIES

Abstract

The inclusion of children with autism spectrum disorder (ASD) in Early Childhood Education represents a contemporary challenge and, at the same time, an opportunity to strengthen pedagogical practices that ensure the right to quality education. As the iitial stage of schooling, Early Childhood Education constitutes a fundamental space for the cognitive, communicative, and social development of children, including those with specific needs. The general objective of this study is to analyze the challenges and possibilities of including children with ASD in Early Childhood Education, seeking to identify the barriers faced by teachers, the pedagogical strategies employed, and the potential of school-family partnerships. As a method, the research combines the bibliographic approach, based on contemporary authors and legal documents such as the LDB, with field research, conducted through interviews with Early Childhood Education teachers at the Municipal School in the city of Escada, Pernambuco. The results show that the main difficulties relate to the lack of specific teacher training, the scarcity of pedagogical resources, and the absence of multiprofessional support. However, they also highlight concrete possibilities, such as the personalization of practices, the creation of welcoming environments, and the active participation of families. That effective inclusion requires investment in continuous training, adequate infrastructure, and collaboration among schools, families, and specialized professionals, ensuring the full development of children with ASD.