AUTISM IN THE SCHOOL CONTEXT: EDUCATIONAL STRATEGIES FOR EMOTIONAL, COGNITIVE, AND LEARNING DEVELOPMENT IN CHILDHOOD

Abstract

This article sought to analyze educational strategies developed in the school context that contribute to the emotional, cognitive, and learning development of children with Autism Spectrum Disorder (ASD) during childhood. Considering that autism involves impairments in social communication and the presence of restricted and repetitive behavioral patterns, the study is based on the understanding that the school plays a fundamental role in promoting inclusive processes and in the overall development of these students. To achieve this objective, a qualitative research approach was conducted, with an exploratory and descriptive nature, based on a bibliographic review of national and international scientific publications related to autism and inclusive education. The analysis of the selected studies made it possible to identify analytical categories related to the structured organization of the school environment, the use of visual resources in the teaching process, socioemotional mediation, curriculum adaptation, and teacher training aimed at inclusive pedagogical practices. The results indicate that structured pedagogical environments and planned educational strategies favor participation, social interaction, and the development of learning among autistic students. It is concluded that the adoption of inclusive pedagogical practices, combined with the continuing education of teachers, constitutes a fundamental element for promoting the cognitive, emotional, and social development of children with ASD in the school context.