INCLUSION AND AUTISM: case report on working with a child in early childhood education

Abstract

The inclusion of children with special educational needs, such as those with physical disabilities, intellectual disabilities and learning disabilities, within the regular school is a right guaranteed by law. These children should be provided with an environment and materials appropriate to their needs, as well as the presence of a professional support that aims to accompany them in the classroom during the pedagogical activities. Among the fastest growing disorders in recent decades, Autistic Spectrum Disorder (ASD) stands out, defined as a global developmental disorder whose characteristic symptoms are: language delay, difficulty in social interaction, stereotypic behaviors, high sensitivity, selectivity, among others. This paper aims to present a case report about the insertion of a child with Autistic Spectrum Disorder in the 1st and 2nd period of Early Childhood Education. The study also aims to present the activities performed by the support professional and the impact on the development of autistic children. It was observed that, through different pedagogical practices, the student presented greater socialization, more autonomy and progress in their learning. The daily monitoring of the student reveals how much is necessary a prepared professional support that seeks creative, playful and adapted alternatives to facilitate the learning of children with ASD.