INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION: CHALLENGES FACED IN PUBLIC SCHOOLS AND STRATEGIES USED BY TEACHERS TO OVERCOME THEM

Abstract

The present study aims to analyze the challenges faced in the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education in public schools, as well as the strategies used by teachers to promote this process in an effective and inclusive way. The inclusion of children with ASD represents a significant advancement in the educational field, as it guarantees the right to education for all and promotes interaction among different realities within the school environment. However, this process still presents several difficulties, such as the lack of specific teacher training, the scarcity of adapted pedagogical resources, the absence of specialized support, and the structural limitations of public schools. In this context, the role of the teacher becomes essential, as they are the ones who, in daily school life, seek to adapt methodologies, reorganize pedagogical practices, and create strategies that support the development, socialization, and learning of children with ASD. Furthermore, the construction of an inclusive environment depends not only on teachers but also on the support of school management and public policies aimed at inclusive education. This research seeks to understand how these professionals face daily challenges and what strategies are used to ensure the effective participation of students with autism in the teaching and learning process. Thus, the study contributes to reflection on the importance of continuous teacher training, investment in adequate pedagogical resources, and the strengthening of institutional support, aiming at the construction of a more inclusive, equitable, and humanized education in Early Childhood Education.