O papel das práticas pedagógicas inclusivas no processo de aprendizagem de crianças com TEA

Abstract

The inclusion of children with Autism Spectrum Disorder (ASD) in schools has presented significant challenges in contemporary education, requiring assertive and sensitive pedagogical practices tailored to the specific needs of these students. Therefore, teacher training that addresses these demands and equips education professionals to effectively perform their work in schools is necessary. This study aimed to analyze the role of inclusive pedagogical practices in the learning process of children with ASD. Specific objectives included: identifying pedagogical strategies used by teachers in the early years of elementary school; problematizing the challenges faced by teachers in implementing these practices; and exploring possibilities for improving the quality of teaching and learning for these students. The research is characterized by a qualitative, bibliographic, and descriptive approach, based on the reading of books and analysis of scientific articles addressing school inclusion and ASD. This study is based on theoretical frameworks and sources that address inclusion, current educational legislation, and Vygotsky's socio- cultural theory, which highlights the importance of social mediation in learning. It is hoped that this research will contribute to enriching information capable of enhancing the human and professional development of educators.