NEURODIVERGENT CHILDHOODS AND INCLUSIVE SCHOOLING: CHALLENGES AND POSSIBILITIES FOR WELCOMING CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION
DOI:
https://doi.org/10.63330/aurumpub.067-129Keywords:
Child development, Neurodiversity, School inclusionAbstract
The inclusion of children with Autism Spectrum Disorder (ASD) in early childhood education presents challenges for educational institutions, particularly regarding the need to recognize different forms of communication, interaction, learning, and participation in childhood experiences. Although legal advances have expanded access to mainstream education, effective inclusion requires pedagogical, relational, and institutional conditions that go beyond enrollment. This study aims to analyze the main challenges and possibilities for welcoming children with ASD in early childhood education, considering inclusive teaching practices, teacher training, the organization of educational environments, and family participation. This is a bibliographic and documentary study with a qualitative, descriptive, and exploratory approach, based on scientific publications and regulatory documents addressing inclusive education, child development, and neurodiversity. The literature indicates that welcoming environments depend on recognizing children's individual characteristics, adopting accessible communication strategies, adapting pedagogical activities, and respecting different developmental rhythms. The importance of play, social interactions, and predictable routines that do not restrict children's opportunities for exploration and participation is also emphasized. The main challenges include insufficient specialized training, attitudinal barriers, limited pedagogical resources, and difficulties in coordination among schools, families, and support services. It is concluded that the inclusion of children with ASD in early childhood education requires collective commitment, educational planning that is responsive to individual differences, and practices that recognize every child as a rights-bearing individual, ensuring opportunities for social interaction, learning, expression, and holistic development.
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