Inclusion of students with autism in early childhood education: collaborative training and new pedagogical practices in a municipal school

Abstract

Autism Spectrum Disorder (ASD) is characterized by impairments in the development of communication, social interaction and the presence of restricted and repetitive behaviors. The significant increase in preschool enrollments of children with ASD has posed new challenges for schools and highlighted the need for pedagogical practices that foster development and learning. This study aimed to identify, implement, and analyze inclusive pedagogical practices in Early Childhood Education, discussing the factors that facilitate or hinder their effective implementation. The research, with a qualitative approach, followed the collaborative action research method in a municipal school in Porto Velho (RO), Brazil, with the participation of Preschool III and Pre-K II classes. The investigative process was carried out in four stages: application of an initial questionnaire; reflective sessions to discuss inclusive practices: Co-teaching, Peer Tutoring, Universal Design for Learning (UDL), and Applied Behavior Analysis (ABA); collective pedagogical planning and classroom implementation; and evaluation of results through in a final reflective session. The findings indicated that, despite the challenges, building inclusive practices is feasible when supported by in-service continuous training, collaborative planning, and teacher engagement. It is concluded that effective inclusion requires institutional conditions of time and support, as well as shared responsibility among professionals, enabling inclusive practices in Early Childhood Education.