THE CHALLENGES OF TEACHING PRACTICE FOR INCLUSIVE EDUCATION: A STUDY IN EARLY CHILDHOOD EDUCATION

Abstract

The current research was conducted to explore the issues faced by early childhood educators in designing inclusive education for children with autism, specifically among children with ASD (Autism Spectrum Disorder). Carried out in public schools in the municipality of Escada/PE, the qualitative study comprised interviews and observations of two teachers. The results show that the lack of specific training, the scarcity of adapted pedagogical resources, and the lack of multidisciplinary support are the main barriers to inclusive education. Despite this, the teachers demonstrated a commitment to employing strategies such as adapting activities, using Individualized Education Plans (IEPs), and engaging in dialogue with families to ensure the development and participation of the children. It is concluded that inclusive education will be implemented if consistent public policies are maintained, quality continuous training is provided, and the work of teachers is valued, in order to promote a fairer and more accessible school for all.