A inclusão da criança autista na Educação Infantil

Abstract

Exposed from the beginning by researchers, among them Leo Kanner and Hans Aspeger; the study and research on autism is centered on the neurological disorder, highlighting the inability of children to demonstrate normal relationships and react in a way that is normal. Identified and titled by researchers, advocates of three groups of changes that occur in three areas of control: the social area, the area of communication and the area of behavior; for these three areas of control were termed the autistic disability triad. The research has as its theme the inclusion of the autistic child in early childhood education, its general objective is to investigate how the teacher can contribute to the inclusion of autistic children in early childhood education in order to promote their full development. In this perspective, seeking to answer the problematic that emphasizes in what way the pedagogical practices can contribute for the inclusion of the autistic student? Therefore, the research is inserted in the qualitative approach and has as its method the case study; being carried out in a school of Early Childhood Education in the municipality of Luziânia-GO. For the construction of data, the research has as instrument the systematic observation and semi-structured interview, having as interviewed the teacher regent of the class. For the construction of the theoretical reference, theorists were used as: Bosa (2002, 2006, 2011); Petersen and Wainer (2011); Rutter (1979); Silva (2012); Vigotski (1989, 1990, 1991, 2001), among others. It was contacted that, in order to work with autistic children, the teacher needs to be constantly seeking more knowledge about the subject. It is necessary that the teacher has at least the simple knowledge about autism and its affected areas. Finally, it can be affirmed that, even if the school institution does not offer full support for inclusion, it is possible that the teacher makes the inclusion happen within the classroom.