THE INCLUSION OF AUTISTIC CHILDREN: CHALLENGES AND POSSIBILITIES IN EARLY CHILDHOOD EDUCATION

Abstract

This study aimed to investigate the process of inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education. The research sought to understand the challenges and possibilities in the inclusion of these students, as well as to understand the factors that hinder the implementation of inclusive practices. This is a qualitative research study conducted in a private school in the municipality of Escada, in the state of Pernambuco. The study is based on Oliveira (2025), the Federal Constitution of (1988), and Nascimento (2023). As a data collection instrument, interviews were conducted with a teacher and a school manager, identified as P and GE. The results indicated that the teacher's pedagogical practice aligned with family and school participation plays a fundamental role in the students' school life, contributing to more meaningful learning. However, the lack of pedagogical practice and family involvement has interfered in this inclusion. It is concluded that the strengthening of partnerships and strategies is essential for the educational development of students, making dialogue and the pursuit of improvement necessary.