A atuação do/a professor/a de apoio no desenvolvimento da criança autista na educação infantil

Abstract

The present study addresses the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, focusing on the teaching and learning process and on the role of the support teacher. The general objective was to understand how this process occurs for children aged 4 to 5 in Early Childhood Education, analyzing the challenges of inclusion and the importance of the support teacher’s role in this context. The methodology adopted was a qualitative approach, based on bibliographic research grounded in authors who discuss inclusive education, child development, and autism. The results indicate that inclusion goes beyond school enrollment, requiring sensitive pedagogical practices, individualized planning such as the Individualized Education Plan (IEP), and appropriate mediation, especially to meet the needs of children with Autism Spectrum Disorder. The relevance of the support teacher as a mediator of the teaching and learning process and social interactions is also highlighted. It is concluded that, despite legal advances, inclusion still faces many challenges, making investment in professional training and the strengthening of inclusive practices from Early Childhood Education essential.