Inclusão de alunos autistas nas escolas regulares.

Abstract

The present work aims to identify the limits and possibilities found by educators in the inclusion of the autistic student in Early Childhood Education, through bibliographic study, as well as to verify the importance of pedagogical work for the development of autistic student in Early Childhood Education and to ascertain which points of the law (Statute of the Person with Disabilities) are focused on educational public policies with autistic children at school. he methodology used was that of a qualitative and bibliographic nature carried out through four works taken from the Digital Library of Theses and Dissertations (BDTB). These works deal with the inclusion of children with ASD in Early Childhood Education. From the analysis of these works, the following results were observed: the importance of teacher training to deal with students with ASD; know the needs of students with ASD and their characteristics in order to develop the appropriate activities for that student; laws are important, but they are difficult to apply at school and in society; there is resistance on the part of teachers to work with this population, among others. A reflection was made on the importance of knowing the historical process of Autistic Spectrum Disorder (ASD), with its supposed causes and diagnosis, as well as the importance of teacher education and training and its pedagogical practices for monitoring children with ASD. , and the importance of living with autistic children in the school context, we also sought to make a brief presentation of the main laws of people with disabilities, with the perspective of assisting in the search and realization of their rights, especially the rights to health and education . Finally, more research is needed in the area, especially in early childhood education, as it is one of the most important stages for the educational and personal development of children with ASD.