PEDAGOGICAL PRACTICES OF EARLY CHILDHOOD EDUCATION IN TEA:

routes to the inclusive teacher

Abstract

Autism Spectrum Disorder (ASD) has caused great tension and interest in successful practices and innovations for inclusion, stimulating teachers in the search for solutions to the challenges of the teaching-learning process, especially in early childhood education. On the other hand, the families of children with ASD, supported by the laws and the science that corroborates the essentiality of social interaction, seek regular classes to provide opportunities for inclusion. It is perceived that the teacher, faced with the challenges of offering quality education without the necessary qualification, seeks ways to provide this service. In this way, this qualitative research aims to find the best contributory routes for the elaboration of pedagogical practices for ASD in early childhood education, becoming a contribution to the inclusive teacher. The research was based on the analysis of Freire (2001, 2007, 2015) and Vigotski (2021, 2022) and on the literature review on the subject based on relevant publications accessed in the open database of Google Scholar, in the last four years (2021-24). Early childhood education was chosen as a favorable space for research on pedagogical practices of inclusion for ASD. As final considerations, it is essential that the pedagogical practices of early childhood education for students with ASD meet the specific needs of these children through inclusion trails to be followed by teachers. It is pointed out as an essential strategy for the constitution of public and institutional policies the focus on teacher training, pedagogical practices and the partnership between school and families.