A Inclusão da criança com transtorno do espectro autista nas atividades pedagógicas da sala de aula da educação infantil

Abstract

Assuming the difficulties that children with ASD have in maintaining relationships of socialization, communication, interaction and behavior with other people. In this sense, the school as an interactional space can contribute to the child's development and learning, as well as overcoming needs. Therefore, we sought to discuss the inclusion of children with ASD from a perspective of educational policies, as well as to reflect on the experience of the autistic author, Temple Grandin, commenting on Uma Menina Estranha; and also understand the pedagogical practices and facilitating tools that can be used by teachers for the inclusion of children with ASD in the activities of the early childhood education classroom. To achieve these goals, the methodology is configured in an exploratory research, qualitative approach and as a methodological instrument a bibliographical research was carried out. In addition to the textbook, articles published in journals on academic sites such as Google Scholar and SciELO were used, productions of legal documents that were also used highlighting the rights and inclusion of children with ASD, offering a wide range of requirements for the writing foundation. It is noticeable how much the child with ASD needs to be inserted in a context in which a pedagogical practice can favor the potential of children with ASD, using tools and strategies that can promote socialization, communication and interaction, considering their specificities, because, the inclusion of the child with ASD is a delicate issue that requires a lot of sensitivity and affection in this trajectory of the child's contact with the outside world.