BETWEEN BORDERS AND DIAGNOSES: AN INTERSECTIONAL LOOK AT THE INCLUSION OF IMMIGRANT CHILDREN WITH ASD IN EARLY CHILDHOOD EDUCATION
DOI:
https://doi.org/10.63330/armv1n6-007Keywords:
Autism Spectrum Disorder, Inclusion, Immigration, Early childhood education, Cultural adaptationAbstract
This article addresses the challenges and possibilities for the inclusion of immigrant children with Autism Spectrum Disorder (ASD) in Brazilian early childhood education. Based on the research “Proposal for improvements in pedagogical strategies and inclusive practices for immigrant children with ASD in early childhood education” (Piau, 2024), the discussion highlights the double vulnerability experienced by these children, who face both the barriers imposed by autism and those resulting from migration, such as language, cultural adaptation, and lack of institutional support. The study analyzes the lack of official data, the need for intersectoral collaboration, and the importance of culturally sensitive mediators. It also emphasizes the need for a school-family partnership and the ethical commitment of schools to justice, equity, and recognition of cultural diversity. Inclusion, therefore, is understood not as a technical adjustment, but as a human, ethical, and political commitment.
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