Educação infantil e comunicação de crianças com Transtorno do Espectro Autista (TEA): estratégias e desafios

Abstract

This study focuses on the communication of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, with an emphasis on the pedagogical strategies used by teachers and caregivers to address the challenges involved in promoting the development of verbal communication. The research is based on the understanding that communication is a fundamental element for learning, social interaction, and school inclusion, being one of the main areas affected in ASD. In this context, the general objective was to investigate how Early Childhood Education teachers and caregivers work on the verbal communication of children with Autism Spectrum Disorder in the school context. To achieve this objective, a qualitative field study with an exploratory and descriptive approach was conducted at a Municipal Early Childhood Education Center in the city of João Pessoa, Paraíba, Brazil. Data were collected through observations of the institution and the application of semi-structured questionnaires to teachers and caregivers who work with children with ASD. The results showed that, although the professionals recognize the importance of communication for child development and adopt strategies such as the use of visual resources, play activities, songs, individualized mediation, repetition of instructions, and adaptation of activities, they still face challenges related to continuing education, limited resources, the diversity of needs presented by the children, and the need for greater coordination among the school, family, and other professionals. It is concluded that promoting communication among children with ASD in Early Childhood Education depends on intentional pedagogical practices, an approach that is sensitive to the singularities of each child, and the strengthening of collaborative actions that foster inclusive and high-quality education.