Práticas inclusivas para estudantes com Transtorno do Espectro Autista

um relato de experiência em Timbiras-MA

Abstract

This experience report discusses pedagogical practices developed with a four-year-old child diagnosed with Autism Spectrum Disorder (ASD) in Early Childhood Education, within a public school characterized by structural limitations. The study aimed to reflect on inclusive strategies capable of fostering the child’s communicative, social, and motor development, considering his singularity. The research is qualitative, descriptive, and intervention-based, grounded in systematic observation of the school routine, intentional planning, adaptation of materials, implementation of visual schedules, and mediation of peer interactions, with active family involvement. The results demonstrated an expansion of verbal repertoire, increased classroom engagement, progress in fine motor coordination, and improvements in peer interaction. It is concluded that inclusion, when supported by reflective practice, school–family partnership, and consistent theoretical grounding, promotes meaningful development and respect for each child’s individuality.