AUTISM SPECTRUM DISORDER AND INCLUSION IN EARLY CHILDHOOD EDUCATION: A STUDY ON TEACHER CHALLENGES IN THE CLASSROOM

• Autor(a) principal: Alves dos Anjos Silva, Cristiane
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Scientia Generalis
• Texto Completo: https://scientiageneralis.com.br/index.php/SG/article/view/399
• topic: Autismo; Afetividade; Inclusão; Ludicidade; Prática Pedagógica; Autism; Affectivity; Inclusion; Playfulness; Pedagogical Practice; Autismo; Afectividad; Inclusión; Alegría; Práctica pedagógica

The present work is a participant observation that aims to seek reflections on the inclusion of students with Autism Spectrum Disorder (ASD) in a Child Development Space in the Municipality of Rio de Janeiro. In the context of inclusive education, we sought to reflect on the teacher's observations in her pedagogical practice applied with two children of (2 years and 3 months) age and (2 years and 8 months) age of the male and female biological gender named "M" and “M C” respectively with ASD, reporting the challenges encountered in this inclusion; addressing the importance of knowledge by educators about the concept "Autism", the lack of structure of resources to mediate in teaching/learning, the need to create bonds of affection with students, and the effectiveness of working in Early Childhood Education with the playfulness, helping/allowing the teacher to create specific methodologies that contribute to the development of learning, not only for the whole class, but mainly for “M” and “M C” with this disorder so that quality inclusion occurs. It is concluded, therefore, that it is necessary for the continuous training of the teacher in the face of the new pedagogical configurations of the Teaching Institution, as well as the current educational demands for working with children who have this disorder to contemplate the inclusion of all and ensure them. the right to an effective education.