Palavras-chave
Inclusão; Atividades pedagógicas; TEA
Autores
Abstract
School needs to be a space that welcomes differences in all dimensions that surround human beings. In this sense, the inclusion of students with Autism Spectrum Disorder/ASD is a right for all children enrolled in Early Childhood Education. But how is this inclusion being implemented? In this study, we will present inclusive pedagogical organization methods for two 4-year-old children with ASD, analyzing the participation of these students in the activities proposed by the teacher and identifying inclusion actions in the school community. To achieve our objective, we carried out participant observations and experience reports, during the months of April to September 2025, at a Municipal Early Childhood Education School in the Farolândia neighborhood in Aracaju, neighborhood in the state of Sergipe, Brazil, as well as formulating questionnaires for teachers, families and other members of the school. With this study, we concluded that, for inclusion to be of quality, the teacher needs, in addition to pedagogical resources, more effective support from the school community and specialized training to contribute to the learning of these children.
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