SCHOOL INCLUSION AND AUTISM: REFLECTIONS ON PEDAGOGICAL PRACTICES AIMED AT THE DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION

Abstract

This study investigated the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, focusing on the reflection and analysis of pedagogical practices aimed at the development of these students. The general objective of the study was to understand the contribution of pedagogical practices to the inclusion and development of children with ASD in Early Childhood Education. To effectively achieve this goal, the specific objectives were: to identify the pedagogical practices used by Early Childhood Education teachers with children diagnosed with ASD; and to analyze the contribution of inclusive pedagogical practices to the development of these children. The research adopted a qualitative, exploratory approach, grounded in bibliographic review, document analysis, and semistructured interviews conducted with a classroom teacher and a support professional working in an Early Childhood Education class with autistic students. Data analysis was based on Content Analysis, according to Bardin (2011), which allowed the identification of central thematic categories. The results indicate that the inclusion of children with ASD in Early Childhood Education still faces significant challenges, especially bureaucratic and structural barriers. On the other hand, effective pedagogical practices were identified, based on playfulness, the use of visual aids, the adaptation of activities to children’s sensory profiles, and the appreciation of autonomy and affectivity. It is concluded that the committed and sensitive actions of education professionals play a central role in the implementation of inclusion, even though institutional limitations continue to hinder the consolidation of truly inclusive pedagogical practices.