O modelo Denver para o desenvolvimento de crianças com TEA na educação infantil

Abstract

This Final Paper investigates the perception of teachers regarding the application of the Early Start Denver Model in public educational institutions serving children with Autism Spectrum Disorder. The relevance of the study lies in the lack of national literature on this approach in public contexts and in the urgent need to strengthen inclusive pedagogical practices based on evidence and aligned with the reality of Brazilian education. The study aims to characterize the Early Start Denver Model and its use as an intervention for children with Autism Spectrum Disorder, identify the challenges and opportunities for the application of the Early Start Denver Model by Brazilian public education institutions, and propose adaptations and strategies for its effective implementation. The research, descriptive and exploratory in nature, was developed in two stages: a bibliographic review and the application of a mixed questionnaire to five teachers from a Municipal Early Childhood Education Center in João Pessoa. A total of 35 scientific articles were analyzed, of which 16 met the inclusion criteria and formed the theoretical basis of the study. The questionnaire results revealed that, although most teachers were unfamiliar with the model, all showed interest in the proposal, highlighting the value of structured play and natural interactions for the development of children with Autism Spectrum Disorder. The main challenges identified were the lack of specific training, limited resources, overcrowded classrooms, and the absence of specialized support. It is concluded that adapting the Early Start Denver Model to the public school context is both possible and desirable, provided it is supported by continuous teacher training, institutional support, and inclusive pedagogical practices.