CHALLENGES FOR THE INCLUSION OF CHILDREN WITH ASD IN EARLY CHILDHOOD EDUCATION: AN ANALYSIS OF TEACHING PRACTICE

Abstract

This study investigated the main challenges faced by early childhood teachers in including children with Autism Spectrum Disorder in Primavera, Pernambuco. A qualitative, exploratory approach was adopted, using semi-structured interviews with two municipal teachers and content analysis based on Bardin. Findings point to recurrent barriers related to scarcity of pedagogical resources, gaps in specific training, communication and social interaction difficulties, and the effects of routine changes on children’s participation. The data highlight pedagogical strategies focused on flexible planning, visual and play-based supports, structured routines, clear communication, and collaboration with families and specialized educational services. It is concluded that effective inclusion depends on institutional conditions, ongoing teacher education, and shared responsibility among school, family, and multiprofessional teams, with practices responsive to each child’s singularities. Future research should expand sample size and deepen investigations into teacher training pathways and pedagogical devices for Early Childhood Education.