A inclusão do aluno autista nas escolas de educação infantil: um olhar a partir da literatura

Abstract

The inclusion of children with Autism Spectrum Disorder (ASD) in early childhood education is an important challenge for schools. Therefore, it is essential that institutions are prepared to receive children with ASD, providing them with a welcoming and inclusive environment. It is also necessary for teachers to have specific knowledge about ASD and how to work with children within their individualities. Strategies and methods for the inclusion of children with ASD are developed and applied every day, and they aim to adapt them to the school reality. For this reason, they should be verified, evaluated, and disseminated. In this context, the objective of this study is to describe the strategies used by teachers and early childhood education schools to promote the inclusion of autistic children in classrooms. For this purpose, a bibliographical research was used, based on articles collected from the CAPES Journal Portal. The collected material was analyzed in the light of the content analysis technique. The results indicate a variety of methods and strategies for the inclusion of children with ASD in early childhood education, such as the use of visual software, the application of playful activities using the aquatic environment, and the development of extracurricular activities. It was also found that the interventions adopted were, in large part, effective in promoting the development of children, and the need for more personalized and contextualized approaches was revealed.