Inclusão de crianças com Transtorno do Espectro Autista na educação infantil: uma revisão integrativa da literatura

Abstract

Including children with Autistic Spectrum Disorder (ASD) in early childhood education permeates from their access to school, their permanence, participation and learning, and also with several other factors. The present work had as object of investigation the inclusion of children with autism in kindergarten and as general objective to carry out a theoretical study on the inclusion of children with Autism Spectrum Disorder in kindergarten based on the current literature. The work is divided into a methodological procedure, analysis and discussion of the collected data in which we continue with the specific objectives divided into five subtopics and the analysis of the results. The methodology used for the composition of the work was the bibliographical research, carried out by the integrative review of the literature through the combination of empirical and theoretical data, coming from the SciELO databases, Zero à Seis magazine, Multidisciplinary Scientific Magazine and Ibero-American Magazine of Humanity, Science and Education. As a result, we understand that for the inclusive process to happen, it is necessary for the school to maintain a democratic standard, through the formulation of inclusive practices in its Pedagogical Political Project (PPP), which the Specialized Educational Service (SES), together with the support professional, multidisciplinary team and the child's family together to carry out a collaborative work from the perspective of inclusion, in addition, it is necessary to have trained teachers, with continuing education who effectively help for inclusive work within the classroom, we also present the deconstruction of structural capacitance and affectivity as a tool for inclusion and development of children with ASD.