Práticas pedagógicas para crianças com transtorno do espectro autista na educação infantil no Ceará

Abstract

This research seeks to analyze the pedagogical practices used with children with Autistic Spectrum Disorder in Kindergarten in a public school in the city of Fortaleza/CE. The methodology used in the research was defined as qualitative, where the data collection was made through bibliography and field work, applying as techniques the observations and recorded interviews with a Kindergarten 5 teacher. The research was based on the theoretical contributions of authors such as: Cunha, (2019), Sassaki (1999), Kasari, Freeman and Paparella (2006), Chiote (2015), Dornelles (2002), Law No. 9.394/1996 on Specialized Education Assistance (AEE), Law No. 12. 764/2012 of the National Policy for the Protection of the Rights of the Person with Autistic Spectrum Disorder, Law no. 13.146/2015 of Inclusion of the Person with Disabilities and the National Policy for Special Education from the Perspective of Inclusive Education (2008), Federal Constitution (1988), among others that greatly contributed to the development of the work. Among the analyses performed, the recognition that the Early Childhood Education teacher has skills to develop pedagogical practices to include children in a comprehensive way, involving them in their praxis stood out.