Inclusion of Children with Autism Spectrum Disorder in Early Childhood Education in a public school in Itapipoca-Ceará

Abstract

The inclusion of children with Autism Spectrum Disorder (ASD) in early childhood education is fundamental to building an inclusive education. This article aims to present data on the enrollment of children with ASD in a public school in Itapipoca-Ceará, based on information provided by its Municipal Department of Education (SME) over the last four years, as well as discussing the process of including these children in school. This is a qualitative study of an exploratory nature involving the results of bibliographical and documentary research. The results indicate that, although there has been progress in the inclusion of children with ASD, there is still a need for policies and practices that promote continuing training for education professionals and ensure adequate support for both children and teachers. It is understood that, despite the difficulties, inclusion in early childhood education can be significantly strengthened when there is dedication, empathy, knowledge, planning and adequate teaching resources. The conclusion is that schools should be a welcoming space for all students, including those with ASD, and that they play a central role in building a more inclusive and equitable society.