Desafios e conquistas da inclusão de uma criança autista em uma classe de educação infantil

Abstract

This work is configured as an intervention plan developed in Municipal Network Belo Horizonte, in the context of inclusion of children with special needs because they have autism spectrum disorder. It has been widely discussed in recent months, about this disorder due to Law 12.764 of December 27, 2012, which seeks to guarantee the right of these subjects in relation to education and health. The discussion extends to the middle school educational services in Early Childhood Education. The major concern has been preparing to meet children with autism, given that these demand attention and differentiated work by all professional educational institutions. Thus, the main objective of this work is to think of the inclusion of students with autism in regular education, specifically in kindergarten and what are the best strategies for such inclusion is successfully committed. This monograph presents a brief history of the inclusion of disabled children in the school context, what are the public policies for the inclusion and a brief history of autism. Moreover, it presents an intervention conducted at a school for Early Childhood Education of Municipal Education Network Belo Horizonte. The research methodology was based on the observation of an autistic student who attended a class for children 2 years of a Municipal Unit of Early Childhood Education from Northern Region of Belo Horizonte, which aimed to investigate the activities inside and outside the classroom, where the child interacts more with the group. This is a qualitative research, direct intervention with the child and the group studied, using observation and interviews with parents for the collection of data analyzed. It was intended to investigate how the interaction of this child in the school environment occurs along with their age and identify at what time and / or activities that child gets more interaction.