PEDAGOGICAL FORMATION AND THE CHALLENGES OF SCHOOLAR INCLUSION OF CHILDREN WITH AUTISTIC SPECTRUM DISORDER IN EARLY EDUCATION

WHAT DO TEACHERS THINK?

Abstract

This study aimed to understand the conceptions of Early Childhood Education teachers about pedagogical training and the challenges faced in the process of school inclusion of students with Autism Spectrum Disorder (ASD). As a research methodology, we chose field research, with a qualitative approach. For data collection, a sociodemographic questionnaire, a semi-structured interview guide and an observation guide were used. 23 education professionals who work in Early Childhood Education Centers of the Municipal Education Network of a municipality in the interior of Paraná participated in the study. As a theoretical framework we adopted Historical-Cultural Psychology (PHC). The research results reveal that Early Childhood Education professionals do not receive adequate advice from the competent bodies, as well as little participation in continuing education courses. Consequently, working with autistic students becomes precarious, since professionals are unable to develop work consistent with the real conditions of these students. We conclude that it is extremely important to create a context of initial and continued training that provides the necessary support for teaching in Early Childhood Education and, specifically, for working with children who have ASD.