Práticas pedagógicas inclusivas para crianças com Transtorno do Espectro Autista (TEA) nos anos iniciais do ensino fundamental

Abstract

Autism Spectrum Disorder (ASD) is a topic that has been gaining notoriety in the fields of research and debate, generating important discussions about inclusion in the educational context as a way of promoting fair education based on the principles of equality and equity. In this sense, the present work aimed to list inclusive pedagogical practices, as a contributing factor to the development of students with ASD, in the early years of elementary school. The type of bibliographic review research was used, as it is a source that enabled a literary review of the available materials. To this end, a guiding question was asked based on the topic and problem under study. Regarding data collection, two academic platforms CAPES and Google Scholar were selected. For the search of articles, filtering strategies were used with the term “and” applying inclusion criteria for articles published in the period from 2018 to 2023 and exclusion of those that escaped the theme. Resulting in the selection of 07 articles, where analysis and interpretation was carried out, organizing the articles through files and summaries, listing the title of the work, author, year of publication, general objective, results and conclusions. In the end it was possible present the results in the form of tables and graphs, using applications such as Word and Excel. With the discussion results, one can contribute to the expansion of studies on inclusive pedagogical practices, effective for the development of students with ASD, as well as, propose to teachers, who work directly with this special audience, the innovation of these practices.