Recursos lúdicos no processo de ensino/aprendizagem de crianças com Transtorno do Espectro Autista na educação Infantil: um relato de experiência

Abstract

The aim of this article is to share information about the importance of using playful resources in Early Childhood Education, based on the author's experience report of her work as an Educational Development Assistant in a municipal public school in the city of Ouro Branco, Rio Grande do Norte. The study seeks to analyze the methodologies and resources used in the routine of a child with Autism Spectrum Disorder (ASD) in the classroom, through a previous observation of the child in his school context in order to develop pedagogical strategies aimed at the inclusion of this child in the classroom. Initially, the importance of early childhood education as the first stage of development for a child's development is briefly described, as well as the inclusion of children with ASD in the school environment. The study was based on current national legislation on Inclusive Education, as well as the work of Kishimoto (2010) and Almeida (2009). The methodology was built on participatory observation, school experience and the use of playful resources to accompany a child with ASD. As a result, we realized that personalizing and adapting materials is essential for the child's socialization and autonomy in the school environment. This highlights the need for pedagogical approaches that take into account the specific needs and interests of children with ASD, using playful resources to promote their learning and full school inclusion.