Inclusão de crianças com TEA na educação infantil: reflexões sobre as infâncias

Abstract

The present study had the general objective of analyzing the conditions for the inclusion of children with ASD during Early Childhood Education. As specific objectives it had the following: to understand Early Childhood Education in the current Brazilian context; outline the main aspects of the inclusion of young children using didactic strategies such as adaptations and UDL (universal design for learning) as references; analyze experiences of inclusion in Early Childhood Education. To this end, a methodology based on a bibliographical review was chosen for the construction of chapters II and III and for the field research outlined in the methodological chapter, where the following instruments were used: the report of the experience lived by the researcher (School A and B) and participant observation in a third sector school (School C), whose records were made in a logbook, followed by qualitative analysis based on some categories such as: the child's adaptation process to the school routine; interaction/socialization with colleagues and professors; difficulties and family and professional support. The analysis results showed that there are many differences between children with ASD coming from class A families and children from class C, even though they have a similar diagnosis. Therefore, their difficulties need to be seen by the school within this prism. It is evident that not only TEA has variations, but also childhoods differ depending on the social context, and it is up to the school, sometimes, to fill in the gaps.