A prática docente e o Transtorno do Espectro Autista (TEA) na educação infantil

Abstract

Teaching practice is a differentiator in any educational unit, given the fundamental role of a qualified mediator. In the case of a student with special needs, this is even more evident, hence the importance of the objective of this study, which is to research the practice adopted by teachers to work with children with ASD in early childhood education. In this sense, here we deepen the knowledge and studies on this topic, as well as seeking to understand how to promote the learning of children with ASD in Early Childhood Education. Methodologically, the study is a bibliographical research carried out in consultation with authors such as: Carvalho (2009), Cunha (2016), Gil (2008), Mazzota (2010), among others. In this way, Early Childhood Education and Autism becomes a relevant topic to be further studied and viewed with cautious eyes by the entire society. The research brings results about the teaching practices of teachers in early childhood education to work with students with ASD: the importance of supporting the teaching class, which is a crucial element for expanding inclusion; continued training; dialogue with families; maintaining routines; the adaptation of methods; frequent assessments to investigate progress and difficulties, and thus intervene; constant dialogue with families; and also an objective language. Elements that together can contribute to quality teaching for students with ASD. This work also concludes, through the analyzes created, that there is still a significant need for more studies on the topic, in particular, that includes field research, as the majority of texts found are from bibliographic studies, as well as greater training is essential of teachers, so that, in fact, there is the best mediation regarding the knowledge and development of the skills of these children, as established by the Federal Constitution of the country (1988) and the National Common Curricular Base (2018).