PATHWAYS TO INCLUDE CHILDREN WITH AUTISM SPECTRUM DISORDER IN DAYCARE CENTERS: CONTRIBUTIONS OF SPECIALIZED EDUCATIONAL SERVICES

Abstract

This study analyzes the pathways for the inclusion of children with Autism Spectrum Disorder (ASD) in daycare centers, highlighting the contributions of Specialized Educational Assistance (SEA) as a pedagogical and social support strategy. The main objective was to reflect on the possibilities and challenges surrounding the inclusion process in early childhood education, recognizing the importance of SEA in building more equitable educational practices. The methodology adopted was qualitative, based on bibliographic research with national and international authors, as well as official legislation and documents on inclusive education. The results indicated that, although significant progress has been made in public policies and in recognizing the right to inclusion, challenges still persist related to teacher training, the lack of accessible pedagogical resources, and the need for greater collaboration between school and family. Successful experiences also revealed the potential of SEA to promote communication, socialization, and autonomy of children with ASD, provided it is articulated with the pedagogical work of daycare centers. The final considerations indicate that inclusion in early childhood education should be understood as a continuous and collective process, requiring sensitivity, political commitment, and innovative pedagogical practices. It is concluded that strengthening SEA, combined with investment in continuing education and dialogue with families, is a fundamental path to ensuring the effective participation of children with ASD in daycare centers and guaranteeing quality education for all.