A mediação pedagógica para a inclusão da criança com transtorno do espectro autista na educação infantil

Abstract

Inclusion in the educational space refers to the act of providing equal conditions, aiming at the particularities of each student, so that, within their conditions, they can participate in pedagogical actions and have possibilities to develop. This Course Completion Work had the general objective of understanding the importance of pedagogical mediation for the inclusion of children with autism spectrum disorder in Early Childhood Education. Specifically, the study sought, namely: to analyze the development of educational practices in Early Childhood Education and to find out how the teacher can develop pedagogical mediation to promote an inclusive education for children with autism spectrum disorder, based on scientific works. The work is bibliographical research, exploratory and systematized. For its realization, it was based on legislation and theorists in Early Childhood Education and Special Education from the perspective of Inclusive Education, to theoretically subsidize the study. A systematic search of theses, dissertations and scientific articles was carried out in the Catalog of Theses and Dissertation of Capes, in the Brazilian Digital Library of Theses and Dissertations and in the Scientific Electronic Library Online (SciELO), with the chronological parameter between 2000 and 2023, linguistic parameter the Portuguese language and thematic parameter the pedagogical mediation with children with autism spectrum disorder in Early Childhood Education. It was found that the process of inclusion of children with autism spectrum disorder in early childhood education is a challenging task in Brazilian educational institutions, but this context is fundamental for this public to have the right to quality education for the exercise of citizenship. It was found that specialized educational assistance for people with disabilities should take place in the regular education network, with specialized conditions for the development of teaching and learning. The organization of the routine is very important for the child with autism spectrum disorder, so the teacher must plan well the activities that he will propose, considering the interest of the student, so that the pedagogical mediation has positive perspectives.