Inclusão da criança com Transtorno do Espectro Autista na Educação Infantil e expectativas docentes

Abstract

This study pertains to the theme of teacher training, particularly in the context of including children with Autism Spectrum Disorder in Early Childhood Education. It aims to comprehend the desires and expectations that teachers express when encountering situations requiring knowledge about the diversity in the spaces of the Municipal Center for Early Childhood Education. The study was grounded in theorists who discuss teaching and learning processes, as well as the inclusion of children with Autism Spectrum Disorder in Early Childhood Education, illuminated by the Historical-Cultural Theory. The methodological framework was organized based on bibliographic and field research involving eleven (11) preschool teachers/educators working in this educational stage in Pontal do Paraná who have worked or are currently working with children with Autism Spectrum Disorder. The results indicate that inclusion implies teacher training, with participants wanting to learn about the topic to avoid passing the responsibility onto other professionals. They highlight the absence of continuous training policies in Early Childhood Education focused on inclusion and the urgency to establish ongoing, service-based training processes grounded in collaborative teaching.