WEAVING DIALOGUES ON THE DIETARY INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

Considering the increasing prevalence of feeding difficulties in children with Autism Spectrum Disorder (ASD), as well as their interface with conditions such as Pediatric Feeding Disorder (PFD) and Avoidant Restrictive Food Intake Disorder (ARFID), it becomes essential to investigate how everyday pedagogical practices can support food insertion within Early Childhood Education settings. This report aims to analyze actions developed by teachers in an Early Childhood Education Unit, in collaboration with the Nutrition Sector and Special Education, aimed at expanding the food repertoire of children with ASD by considering sensory, social, and socio-affective dimensions. The methodology adopted is the essay, understood as an open, reflective, and exploratory movement that values subjectivity, uncertainty, and the singularity of lived experiences (DUARTE, 2016; LARROSA, 2004). The findings indicate that gradual interventions, supported by routine, understanding of children’s sensory processing, and attentive observation of when to challenge or retreat, promote meaningful progress, despite periods of stagnation and regression. Such advancements are only possible due to teacher persistence and the coordinated work of the multidisciplinary team, which recognizes the biopsychosocial nature of feeding difficulties. Therefore, collaborative and inclusive pedagogical practices can not only expand children’s food repertoire but also ensure their fundamental rights, making the process both challenging and rewarding as it reveals the integral development observed in the experiences reported.