Psicologia escolar e a inclusão de crianças com TEA na Educação Infantil

Abstract

Early Childhood Education is an important stage of development in which children come to have contact with an institution other than the family. Autism Spectrum Disorder (ASD) is part of the effective school inclusion plan provided by law. Since its discovery, autism has been the subject of several studies and many differ on its etiology and best form of treatment, from which the question remains: how to effectively think about the inclusion of children with ASD? Taking into account the basis of D. W. Winnicott's theory of emotional maturation as possible dialogues that help in this matter, I guide the objective of my work: to investigate the inclusion of children with ASD in Early Childhood Education and the way in which the school psychologist can act as a facilitator of this process to from theoretical research. For this, I carried out a bibliographic research in the Scielo and Lilacs databases, in addition to a search in articles published in the ABRAPEE magazine. I select seventeen articles that have in their keywords: school inclusion/inclusive education and Early Childhood Education/daycare. I make a systematic reading of each article. I choose three categories that touch my objective: school psychologist, continuing education, family-school relationship. Despite finding these points in common, I emphasize here the importance of studies in the area of School Psychology, which take into account the inclusion of children with ASD in Early Childhood Education, making clear the importance and the way in which the school psychologist can help as a facilitator of this process.