LEARNING CHALLENGES FOR AUTISTIC CHILDREN IN EARLY CHILDHOOD EDUCATION

Abstract

This study aims to understand the dynamics of the teaching-learning process of children with autism during early childhood education. Autism, classified as one of the Global Developmental Disorders (GDD), is characterized as a spectrum, presenting variations ranging from milder to more severe forms, significantly impacting the child's typical development by affecting areas such as social interaction, communication and behavior. These difficulties limit the participation of autistic children in the learning process. Brazilian legislation guarantees the right to education for all children, including those with Autism Spectrum Disorder (ASD), encouraging their enrollment and retention in the regular education network. However, there is a considerable increase in the number of students with ASD in schools, which makes inclusion a complex and gradual challenge. It is not enough to simply adapt the physical structure of schools; It is necessary to adjust methodologies, didactics, curricula and provide adequate training and training for teachers and support professionals in special education. To this end, it is essential to fill the existing gap in knowledge about specific methods that teachers can employ in their practice, in order to mediate and support the learning of autistic students. The lack of familiarity with the syndrome and the absence of appropriate methodologies have significantly compromised the teaching-learning process of these students. In this context, the active participation of the family becomes crucial, contributing substantially to the success of the educational process of the autistic child. The involvement of family members in a child's school life can positively impact their learning journey.