ENVIRONMENTAL EDUCATION AND AUTISM SPECTRUM DISORDER: PERSPECTIVES ON PEDAGOGICAL PRACTICES IN THE EARLY YEARS

Abstract

Environmental education, within the context of inclusive education, presents challenges related to adapting pedagogical practices to meet the needs of students with Autism Spectrum Disorder in the early years of elementary school. This study aims to analyze the environmental education pedagogical practices developed with these students in the school context. It is justified by the need to broaden discussions and practices that promote inclusion and meaningful learning for these students. The research is characterized as qualitative, of a participatory nature, carried out through questionnaires applied to teachers and a bibliographic survey in academic databases. The results show that the use of adapted methodologies, practical activities, and sensory resources favors student engagement, concluding that the integration between environmental education and inclusion contributes to more effective learning. The integration between environmental education and inclusive education in the early years is fundamental to promoting meaningful learning, requiring adapted, collaborative, and sensitive pedagogical practices to meet the needs of students with Autism Spectrum Disorder.