Autism Spectrum Disorder: And inclusion in early childhood education

Abstract

Autism Spectrum Disorder (ASD) is a neurological condition that affects individuals' social, communicative, and behavioral development, presenting varied manifestations that require different levels of support. In the Brazilian educational context, the inclusion of children with ASD in early childhood education is a right guaranteed by the Brazilian Law of Inclusion (Law No. 13,146/2015), yet it still faces numerous practical challenges. This article aims to discuss, through an integrative literature review, the contributions of neuroscience to the understanding of ASD and to the development of effective inclusive pedagogical practices. Results indicate that evidence-based neuroscientific strategies, such as the use of visual tools, sensory adaptation of the environment, active mediation, and early interventions, are fundamental to ensuring equitable access to learning. It is concluded that genuine inclusion requires ongoing teacher training, adequate resources, and effective school-family partnerships, so that each child with ASD can learn, belong, and develop fully.VIt's not a cost, it's a social responsibility. And every child has the right to learn, belong, and exist without needing to fit in.