CHILDREN WITH AUTISM IN EARLY CHILDHOOD EDUCATION: STRATEGIES AND PEDAGOGICAL PRACTICES

Abstract

In Early Childhood Education, the inclusion of children with ASD constitutes a pedagogical challenge that requires specific educational practices, adequate teacher training, and institutional support, going beyond simple school enrollment and ensuring effective participation in the teaching-learning process. Objectives: To analyze the inclusion process of children with Autism Spectrum Disorder in Early Childhood Education, emphasizing the pedagogical practices adopted by teachers, the main challenges faced in the school context, and the strategies that contribute to the cognitive, social, and affective development of these children.This is a qualitative, exploratory study based on bibliographic research. Books, scientific articles, legislation, and official documents addressing ASD, inclusive education, and pedagogical methodologies focused on Early Childhood Education were analyzed. The findings indicate that, despite advances in public policies and the legal framework for inclusive education, weaknesses related to teacher training, curriculum adaptation, and the implementation of inclusive methodologies still exist. It was evident that the use of strategies such as play activities, educational games, assistive technologies, and individualized educational plans favors the participation, autonomy, and learning process of children with ASD.It is concluded that the effective inclusion of children with ASD in Early Childhood Education depends on the commitment of the school, the qualified performance of teachers, and the partnership with the family. Investments in continuing education and inclusive pedagogical practices are essential to guarantee a democratic, equitable, and quality education that respects the singularities and potential of each child.