A inclusão de crianças com transtorno do espectro autista na educação infantil: contribuições das práticas pedagógicas inclusivas

Abstract

Objective: This study analyzes the importance of including children with Autism Spectrum Disorder (ASD) in Early Childhood Education, considering the contributions of inclusive pedagogical practices to the social, cognitive, and communicative development of these students in the institutional environment. Methodology: This is a qualitative, analytical-interpretative research study, developed through a bibliographic survey. Data collection was carried out in academic databases such as Google Scholar and SciELO, using the descriptors "challenges of inclusive education," "Learning of children with ASD," and "ASD and inclusive education," from January to March 2026. The following descriptors were used: inclusive education, ASD, Early Childhood Education, inclusion, and inclusive pedagogical practices. The selected materials were analyzed

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through exploratory and interpretive reading, considering scientific productions and documents related to the theme. Results: The studies analyzed show that the inclusion of children with Autism Spectrum Disorder in Early Childhood Education significantly contributes to the development of social, cognitive, and communicative skills, in addition to fostering the creation of more welcoming and diversity-prepared institutional environments. Final Considerations: It is concluded that inclusive pedagogical practices, associated with ongoing teacher training and the use of appropriate methodologies, are fundamental to promoting effective inclusion, guaranteeing the right to education and favoring the integral development of children.