Crianças com autismo na educação infantil: desafios e estratégias para professores lidarem com a inclusão.

Abstract

This study aims to provide possible pathways for those interested in understanding the inclusion of autistic children in schools and the challenges faced by teachers in supporting the educational journey of students with Autism Spectrum Disorder (ASD). The primary objective of this research is to examine the process of including students with Autism Spectrum Disorder (ASD) in Early Childhood Education, highlighting the challenges educators face when working with these autistic children. Additionally, it seeks to understand and evaluate the school community's preparation for the inclusion of autistic students and identify the difficulties encountered by teachers in interacting with these children. The research was conducted through critical readings on the subject and interviews with teachers in schools. Authors such as Bosa (2002), Lampreia (2004), Carvalho (2012), Mantoan (2003, 2006, 2011), among others, were referenced in the study. Thus, we conclude that developing public educational policies that foster more inclusive practices, adapt teacher training to the needs of education, and establish a professional profile aligned with the essential skills and competencies for educators, tailored to the Brazilian reality, is imperative. As indicated by our findings, these measures emerge as urgent and crucial to driving significant change in the current landscape of inclusive education.