This study aimed to present a reflection on the challenges of teaching practice during the inclusion of children with Autistic Spectrum Disorder (ASD) in early childhood education. Therefore, bibliographical research was adopted in the constitution of this work. As presented, autism is a neurodevelopmental disorder with characteristics mainly related to difficulties in social interaction and oral communication, with stereotypes and repetitive movements. In the school environment, the autistic child requires a lot of attention from teachers, who need to be professionally trained to make the school a place of integration. This study contributed to this pedagogical reflection, in the understanding that the school must always seek to promote the inclusion of all, through good teacher training and the participation of the autistic child's family, in addition to understanding that by attending a regular school, the child already has the possibility of joining society.
|
