Inclusion of children with Autism Spectrum Disorder in early childhood education: teachers’ perceptions of challenges in pedagogical practice

Abstract

This study addresses the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, focusing on the context of municipal daycare centers. Considering the challenges faced in everyday school life, the objective of this study was to analyze teachers' perceptions regarding the inclusion of children with ASD in daycare centers in Patos – PB. This is a mixed-methods research (qualitative and quantitative), with an exploratory and descriptive design. A total of 35 teachers working in municipal daycare centers. Data were collected through an online questionnaire, developed on the Google Forms platform, divided into two parts: one aimed at collecting sociodemographic data and another consisting of 11 questions related to the objective of this study. The participating teachers were predominantly women, aged between 35 and 44 years, with a degree in Pedagogy and had between 1 and 10 years of experience in early childhood education. The results showed that the main challenges are related to the lack of specific training, scarcity of resources and infrastructure, difficulties in children’s communication and socialization, as well as the need for stronger family partnership and institutional support. It was also found that inclusion requires adapted pedagogical practices, structured routines, and collaborative work among the school, family, and multidisciplinary team. It is concluded that, despite advances in inclusive policies, there are still gaps in teacher training and working conditions, highlighting the importance of investment in continuing education and public policies that strengthen inclusion from early childhood.