Peer-reviewed article
A criança autista na educação infantil: desafios e possibilidades da educação inclusiva
Elenilda Sheilla Silva Cardoso, Teina Nascimento Lopes ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This article looks at the challenges and possibilities of including autistic children in early childhood education in Brazil. Field research was carried out at one municipal early childhood education center in Rondonópolis, Mato Grosso, using questionnaires and interviews with teachers. The study found that challenges to inclusion appear from the first years of schooling. The main problems are teachers' lack of preparation, a shortage of suitable teaching resources, and a need for environments and methods that engage autistic children. Teachers were making considerable efforts to find strategies and to keep up their professional development.
Key points
- Challenges in including autistic students emerge as early as the first years of early childhood education.
- Teachers' lack of preparation is one of the main challenges.
- Appropriate teaching resources are lacking.
- Environments and methodologies are needed that spark autistic students' interest.
- Teachers make considerable efforts to find strategies, seek resources and continue professional development.
Limitations
The study was carried out at a single early childhood education center, so the findings may not apply to other schools or regions. The abstract gives no sample size or measured outcomes for children, and it reports teachers' views rather than children's own learning or social results.
Abstract
There are several challenges in the learning and socialization of autistic children in the school environment, but there are also many opportunities for development and interaction. This article reflects on the challenges and possibilities involved in the educational inclusion of people with pervasive developmental disorders in early childhood education. Inclusive education guarantees students with physical, sensory, or intellectual disabilities the same right to education as other students, seeking to provide individuals with special educational needs with conditions that foster their intellectual development and integration into society. The research included field studies conducted at the Joana Maria dos Anjos Meireles Municipal Early Childhood Education Center, located in the municipality of Rondonópolis, Mato Grosso, Brazil. Questionnaires and interviews were used to examine the realities experienced in the education of autistic students in early childhood education, as well as the actions taken by teachers during the teaching and learning process. The findings indicate that the challenges associated with including autistic students emerge as early as the first years of early childhood education. The main challenges are related to teachers’ lack of preparation, the lack of appropriate teaching resources, and the need to develop environments and methodologies that spark autistic students’ interest. The study identified considerable efforts by teachers to find strategies that support learning and inclusion. These professionals seek methodologies and teaching resources to stimulate autistic students’ learning and report that they continually pursue professional development to improve their classroom practices.