Peer-reviewed article
ASD IN CHILDHOOD: INCLUSIVE PRACTICES IN EARLY CHILDHOOD EDUCATION
Karulini Custódio de Souza ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This literature review examines how early childhood education can better include children with autism spectrum disorder (ASD). It identifies persistent barriers such as insufficient teacher training, lack of materials, and missing institutional policies despite legal advances. The review emphasizes that effective inclusion requires structured environments suited to autistic children's sensory and communication needs, collaborative work between schools and families, and a shift in school culture toward respecting differences. Play-based approaches and strong professional ethics are highlighted as important tools for supporting development.
Key points
- Legal advances exist but significant implementation gaps remain in teacher training, materials, and institutional policies
- Structured school environments tailored to sensory and communicative characteristics of autism are essential
- Play is a fundamental tool for promoting socialization and emotional development in children with ASD
- Collaboration between families, schools, and health professionals strengthens support for children with ASD
- True inclusion requires physical access plus effective participation and respect for differences across the school community
Limitations
This is a literature review that synthesizes existing research rather than presenting original data, so it cannot provide direct evidence of which specific interventions are most effective. The document does not identify which countries' contexts are discussed, limiting understanding of regional applicability.
Abstract
This article addresses inclusive practices for children with Autism Spectrum Disorder (ASD) in early childhood education, highlighting the challenges and potential of this process. The bibliographical research analyzed current scientific literature discussing the school inclusion of children with ASD, teacher training, pedagogical adaptations, and the importance of collaborative work between families, schools, and health professionals. The results indicate that, despite legal and regulatory advances, difficulties persist related to insufficient teacher training, a lack of adequate materials, and the absence of specific institutional policies for serving these children. The need for structured school environments that offer safety and appropriate stimuli for the sensory and communicative characteristics of autism is highlighted. Play is highlighted as a fundamental tool for promoting socialization and emotional development, while the connection between school and family strengthens emotional and pedagogical support. Furthermore, the article emphasizes the importance of active listening, empathy, and ethical behavior among professionals, essential elements for building an inclusive school culture. Full inclusion involves not only physical access but also effective participation and respect for differences, constituting a collective commitment and ongoing challenge. Finally, this study reinforces that inclusive early childhood education is an indispensable path to promoting equity and citizenship, highlighting the need for investment in training, public policies, and sensitive pedagogical practices that value the uniqueness of each child with ASD.