Inclusão escolar: um estudo sobre os desafios dos alunos autistas na pré-escola da Educação Infantil

Abstract

The school inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education has become a relevant topic in the contemporary educational context, especially in light of advances in inclusive public policies and discussions about the right to education for all. This study aimed to investigate the main challenges faced by children with ASD in the process of school inclusion in preschool, considering aspects related to socialization, communication, learning, pedagogical practices, teacher training, school structure, and family participation in child development. The research was conducted through a bibliographic review with a qualitative approach, carried out between March and May 2026, using scientific publications published between 2020 and 2025. Scientific articles, books, dissertations, theses, and legal documents available in databases such as SciELO, CAPES Journal Portal, and Google Scholar were analyzed. The results showed that, despite legal and educational advances related to inclusion, there are still barriers that hinder the effective participation of autistic children in the school environment. Among the main challenges identified are difficulties in social interaction, communication impairments, structural limitations of schools, lack of adapted pedagogical resources, and weaknesses in the training of education professionals. It was also observed that unwelcoming school environments and inflexible pedagogical practices may compromise the development and learning of children with ASD. On the other hand, the research highlighted that inclusive pedagogical strategies, the use of visual resources, organization of the school routine, playful activities, and strengthening the partnership between school and family positively contribute to the cognitive, social, and emotional development of autistic children. It is concluded that the effectiveness of school inclusion depends on the commitment of educational institutions, continuous teacher training, and the development of pedagogical practices capable of respecting the singularities and potentialities of children with Autism Spectrum Disorder.