Challenges and Possibilities of the First School Year of Children with ASD for Teaching Work

Nascimento, Dara dos Santos; Coelho, Márcia Azevedo

doi:10.22167/2675-6528-202603762

Article

October 22, 2026

Challenges and Possibilities of the First School Year of Children with ASD for Teaching Work

Dara dos Santos Nascimento; Márcia Azevedo Coelho

DOI: 10.22167/2675-6528-202603762

Article derived from a Term Paper (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Summary

The inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education presents significant challenges, given the difficulty of adapting to new environments and the intensity of stimuli. The objective was to analyze the teaching performance in Early Childhood Education in the initial schooling process of children with ASD. A case study was conducted, using narrative interview as a data production technique. The results revealed that the teaching performance was characterized by mediation and affection practices, with the flexibility of routine and the use of playful resources as essential strategies for the child’s development and sensory organization. The importance of the school support professional for the success of the pedagogical work was also highlighted. The integral development of the child was promoted through intentional teaching actions that prioritized environmental adaptation, strengthening of bonds, and attention to the specific needs of ASD. As a contribution, a guide of pedagogical strategies aimed at welcoming children with ASD in public daycare centers was developed.

Keywords: Early Childhood Education; School Inclusion; Teacher Narratives; Inclusive Pedagogical Practices; Autism Spectrum Disorder.

1. Introduction

The inclusion of children who are the target audience of Special Education in Early Childhood Education represents a topic of growing relevance in the contemporary educational landscape. For children with Autism Spectrum Disorder (ASD), this process is marked by significant challenges, especially regarding adaptation to new environments. The school, by introducing a multiplicity of novelties and stimuli, can intensify the difficulties inherent to ASD, making the effective implementation of school inclusion a complex undertaking that requires specific pedagogical approaches. The research starts from the inquiry about the teacher’s performance in Early Childhood Education in the initial schooling process of children with ASD, born from a teacher’s experience report in 2023.

Brazilian legislation has been advancing in guaranteeing the rights of these students. According to the National Policy for Inclusive Special Education (Brazil, 2025), students with ASD are recognized as Persons with Disabilities (PWD), ensuring their rights to access, permanence, participation, and learning in the regular school environment. To complement educational support, the Policy highlights the need for Specialized Educational Support (AEE), which aims to meet the demands of atypical development, without replacing regular classes, but occurring in extracurricular time (Brazil, 2025).

Autism Spectrum Disorder is a complex condition that manifests in different degrees, from level one to level three, with level three being the most severe form (American Psychiatric Association, 2013). Each individual with ASD presents unique challenges, especially in communication skills, social interaction, and behavioral patterns. The diagnosis of ASD, which often does not occur before two years of age (Porciuncula, 2016), intensifies the challenges in Early Childhood Education, as this is the child’s first contact with a school environment, distant from the family nucleus.

The school inclusion of children with ASD, although fundamental, still faces practical obstacles. The perception that inclusion would be a major challenge, due to the diversity of methodologies and resources required, is common. However, these elements are considered basic for any well-guided teaching process (Oliveira, 2002). The effective implementation of inclusion is not automatic and depends on investments in mechanisms that guarantee access and permanence for these students, in addition to the continuous training of teachers to deal with diversity in the classroom (Mantoan, 2015).

Despite the growing demand for inclusion, studies addressing the importance of teaching work in the early years of schooling for children with ASD are still scarce on the main research platforms in Brazil. This gap prevents a deep understanding of pedagogical strategies and the challenges faced by educators. The present research is justified by the need to fill this gap, offering valuable insights into teaching practices and the factors that contribute to the adaptation and development of children with ASD.

It is believed that the results achieved can help researchers, teachers, families, and society in general to better understand the relevance of the early years of schooling for children with ASD for their personal and academic trajectory. Given this context, the general objective of this research is to analyze the teaching performance in Early Childhood Education in the initial schooling process of children with Autism Spectrum Disorder (ASD).

2. Material and Methods

This study adopted a qualitative research approach, classified as exploratory, descriptive, and applied. The design was a single case study, focused on the school inclusion of a 3-year-old child with Autism Spectrum Disorder (ASD) in the year 2023. As a product of the research, a Guide to Inclusive Pedagogical Strategies was developed, built from the narratives of the participating teacher and theoretical framework, aiming to equip the teaching staff in welcoming new students with ASD.

The research was conducted in a Municipal Public Early Childhood Education Center (CEI) in Itapipoca, Ceará. The participating teacher was identified by the pseudonym Alice, and the child focus of the analysis as Rael. Data collection occurred through a narrative interview, guided by a central question and followed by questions based on the teacher’s report. Prior to the interview, the teacher answered a socio-professional characterization questionnaire, the data from which aided in understanding the context of her work.

For the analysis of the collected material, the first six steps proposed by Schütze (2013) for narrative interview analysis were used: formal text analysis, structural content description, analytical abstraction, knowledge analysis, grouping and comparison of each subject’s trajectories. The last step, construction of a theoretical model of collective biographical formation, was not performed.

The ethical aspects were observed in accordance with Resolutions No. 466/2012 and No. 510/2016 of the National Health Council (CNS). The research was submitted and approved by the Research Ethics Committee (CEP) under number CAEE 95647926.4.0000.9927 and opinion 8,287,722, ensuring the anonymity of the professor and the subjects mentioned and the preservation of the participants’ integrity.

For the qualification of the writing and structural organization of the work, Google Gemini was used to support linguistic refinement and idea synthesis. The bibliographic references and data analysis were manually reviewed and validated, ensuring academic integrity.

3. Results and Discussion

The teacher participating in the study, identified as Alice, is 28 years old and holds a degree in Pedagogy, with specializations in Literacy and Numeracy and Inclusive Education. With five years of experience, she has dedicated her career to Early Childhood Education in a municipal public daycare center. The narrative interview sought to explore her pedagogical practices, challenges, and strategies in the inclusion, development, and learning of a child with Autism Spectrum Disorder (ASD) during the first academic year.

Rael, a 3-year-old child with ASD, joined the school full-time, from 7 am to 3 pm, in his first school experience. The structured routine, with bath, lunch, and snacks, aimed to promote autonomy. Initially, the school adopted alternative schedules for gradual adaptation, allowing children to leave earlier (Professor Alice, 2026).

For Rael, the transition to full-time was challenging. In the early days, he exhibited intense environmental exploration behavior, running through the spaces and the cafeteria, which the teacher interpreted as a search for sensory self-regulation and familiarization with the new environment. Upon starting full-time, Rael showed difficulties sleeping at school and cried for his mother, resulting in his temporary return to the reduced schedule of 11 am (Professor Alice, 2026).

This difficulty in adaptation and the need for emotional regulation in a collective environment highlighted the sensory overload for the child with ASD. Pedagogical flexibility, such as a temporary reduction in hours, and partnership with the family were crucial for effective support, allowing Rael to adapt at his own pace and preventing school from becoming a traumatic environment (Bosa, 2006). The mother’s collaboration was fundamental for Rael’s gradual and safe integration.

Rael’s mother’s participation was essential for the pedagogical adaptation and planning, providing information about the child’s characteristics, preferences, and difficulties (Professor Alice, 2026). It was observed that Rael showed precocity in cognitive skills, such as recognizing letters and numbers, but had difficulties with fine motor coordination. To develop this area, the teacher used playful materials such as playdough, crayons, and collages (Professor Alice, 2026).

These playful activities, besides boosting sensory and motor organization, also served as a sensory regulation strategy, helping the brain to filter and organize information for the success of learning and motor functions (Fonseca, 2008; Mattos, 2019). The tactile stimulation of these materials contributed to neural modulation, helping Rael overcome sensory dysregulation and improve motor control.

The school support professional played a fundamental role in Rael’s autonomy development, especially in hygiene and familiarization with school spaces. Initially, Rael showed aversion to the bathroom, possibly due to the unfamiliar environment, but gradually adapted. The relationship between Rael and the support professional was very close, with the child developing a strong attachment and even jealousy (Professor Alice, 2026).

Initially, Rael had difficulties interacting with the teacher, the support professional, and his classmates. However, the solid emotional bond established with the school support professional was crucial for his greater participation in the classroom. Musicality, a playful resource, proved to be an effective bridge for Rael’s socialization and integration with his classmates (Professor Alice, 2026).

The affective dimension is determinant for development and learning (Fonseca, 2016). The affective bond between Rael, the teacher, and the support professional seems to have promoted a state of security that favored learning, preparing the student for new stimuli and information, instead of impulsive reactions.

Rael’s oral language evolved significantly throughout the school year. Initially, he used pointing gestures and few words, but gradually progressed to formulating small sentences (Professor Alice, 2026). This transition from non-verbal communication to verbalization occurred in parallel with the strengthening of his socialization and affective bonds in the school environment.

Language acquisition in children with ASD is driven by the development of the capacity to mentally represent reality (Fonseca, 2008). In Rael’s case, communicative and symbolic capacity developed gradually, especially after the consolidation of the affective bond with the teacher and the support professional. The mediation of others, essential for the child to reach new learning levels, was fundamental in this process (Vigotski, 1991; Fonseca, 2016).

Rael’s food selectivity was another characteristic that gradually changed. At the beginning of the year, he refused school snacks. Teacher Alice, in dialogue with the family, allowed Rael to bring snacks from home while working on food flexibility. Over time, Rael showed greater openness to trying new school foods, alternating with his usual diet, which indicates a flexible and gradual transition (Teacher Alice, 2026).

Rael’s mother was predominantly involved in his schooling, being quite present in meetings and in contact with the institution. The father, in turn, limited his participation to occasionally picking up his son (Professor Alice, 2026), reflecting the gender roles frequently observed in family interaction with the school environment.

The school support professional accompanied Rael in all full-time activities, including snack, sleep, and playground play (Professor Alice, 2026). Her constant presence was a fundamental support base, and Professor Alice emphasized the professional’s active mediation, who not only offered support but also stimulated Rael’s autonomy, encouraging him to perform tasks alone. This approach aligns with Vigotski’s (1991) concept of the Zone of Proximal Development, promoting the development of the child with ASD.

At the end of the academic year, Professor Alice observed significant progress in Rael’s social development. He, who initially had difficulties interacting and was restless, especially in unfamiliar environments, began to interact more with his colleagues, pay more attention, remain seated for longer periods, and move more calmly through spaces (Professor Alice, 2026). This progress in self-regulation and in the perception of space and social norms was remarkable.

School coexistence proved to be a determining factor in reducing Rael’s resistance to the new and in expanding his repertoire of interaction, with gains that extended to his daily life in public spaces. Rael’s experience highlights the importance of early childhood education that embraces neurodiversity with adequate mediation strategies, promoting not only school development but also social inclusion and the child’s overall well-being.

It is important to note that Professor Alice’s observations, when describing Rael’s progress, reflect a subjective perspective and value judgments based on her perceptions and experiences (Schütze, 2013). Although this evaluation is valuable, it is personal and not based on measurable evidence, being an interpretation by the instructor of what she considers “ideal” behavior.

Comparison between similar cases

In accordance with the narrative interview analysis methodology (Schütze, 2013; Jovchelovitch; Bauer, 2002), a comparison was made with the article “Early Childhood Education and autism: experience report” by Tiradentes, Araújo and Lopes (2017), which addresses a similar case of a three-year-old child with ASD in their first school contact.

It was observed that the initial school insertion was challenging for both children, with similarities in the need for physical exploration of the environment and difficulty in adapting. Rael, as well as the child in the comparative study, used the space intensely, seeking comfort and security in an unknown environment, which highlights the importance of environmental and routine organization for the sensory and spatial processing of students with ASD (Cunha, 2012).

The relaxation of school rules to accommodate the child’s time with ASD, such as allowing Rael to leave early when agitated or having difficulty sleeping, was a common strategy among the cases (Tiradentes, Araújo e Lopes, 2017).

In communication, Rael demonstrated a transition from pointing to speech and, subsequently, to short sentences. Musicality, used by Professor Alice as an interaction tool, seems to have been a differential for Rael’s oral communication, an aspect less detailed in the study by Tiradentes, Araújo, and Lopes (2017), where socialization focused more on the acceptance of collective rules.

In both cases, the mother was the central figure in the relationship with the school, being fundamental for the child’s inclusion. In Rael’s case, the mother adjusted the snack to deal with food selectivity, evidencing the importance of family partnership (Tiradentes, Araújo e Lopes, 2017).

The results of this case study indicated that Rael’s school enrollment, a child with ASD, was successful, depending on careful attention to his sensory and affective needs. Professor Alice’s performance demonstrated constant mediation between the child’s needs and the school environment, transforming challenges such as behavioral unpredictability and sensory barriers into possibilities, through a reflective stance and respect for Rael’s adaptation time.

Rael’s autonomy in the school inclusion process emerged from collective and affective work, with individualized support from the teacher, the school support professional, and the mother. This partnership was crucial for the school to understand Rael’s particularities, such as food selectivity and difficulties, and for planning strategies that favored his integral development. Rael’s trajectory suggests that the success of initial schooling for children with ASD requires open, reflective, and neurodiversity-sensitive professionals, capable of promoting inclusion and autonomy.

Although Professor Alice’s narrative offers valuable contributions, it is important to acknowledge the limitations of this study, which is based on the perspective of a single subject and does not include field observations. The considerations presented should be interpreted as a specific reading of a practice and not as a generalization of the studied theme.

4. Conclusion

This study sought to analyze the teaching performance in Early Childhood Education in the initial schooling process of children with Autism Spectrum Disorder (ASD). Through a case study, which used narrative interview as a data production technique, it was found that the school inclusion of Rael, a child with ASD, was marked by teaching practices of mediation and affection. The flexibility of the routine and the use of playful resources, such as playdough, crayons, collages, and musicality, were observed as essential strategies for the child’s development and sensory organization. The school support professional played a fundamental role, establishing a solid affective bond that boosted Rael’s participation in the classroom and the development of his autonomy. The partnership with the family, especially with the mother, was crucial for pedagogical planning and understanding the child’s particularities, such as food selectivity, which was gradually addressed. Throughout the school year, Rael showed significant progress in oral language, transitioning from gestures to the formulation of small sentences, and in social interaction, with greater self-regulation and awareness of coexistence norms. As a practical contribution, a guide of pedagogical strategies aimed at welcoming children with ASD in public daycare centers was developed, consolidating the findings into an applicable material.

However, it is recognized that this study has limitations, as it was based on the perspective of a single subject, the teacher Alice, and did not include field observations. The considerations about student progress reflect a subjective interpretation by the teacher, not based on measurable evidence. Thus, the results presented should be understood as a specific reading of a pedagogical practice, and not as a generalization of the studied theme. For future studies, it is suggested to conduct research with multiple participants, include direct classroom observations, and collect data from different sources, such as parents and support professionals, in order to provide a more comprehensive and multifaceted understanding of the teacher’s performance in the inclusion of children with ASD in Early Childhood Education.

Bibliographic References

BOSA, C. A. Autismo: intervenções psicoeducacionais. Revista Brasileira de Psiquiatria, v. 28, p. 47-53, 2006. Disponível em: . Acesso em: 10. Abr. 2026.

BRASIL. Decreto nº 12.686, de 20 de outubro de 2025. Institui a Política Nacional de Educação Especial Inclusiva e a Rede Nacional de Educação Especial Inclusiva. Atos do Poder Executivo. Brasília-DF. Disponível em: . Acesso em: 30. out. 2025.

CUNHA, E. Autismo na escola: um jeito diferente de aprender, um jeito diferente de ensinar. 4. ed. Rio de Janeiro: Wak, 2012.

FONSECA, V da. Importância das emoções na aprendizagem: uma abordagem neuropsicopedagógica. Rev. psicopedag., São Paulo, v. 33, n. 102, p. 365-384, 2016 . Disponível em . acessos em 23 abr. 2026.

FONSECA, V. Desenvolvimento psicomotor e aprendizagem. Porto Alegre: Artmed, 2008

JOVCHELOVITCH, S; BAUER, M. W. 2002. Entrevista Narrativa. In: BAUER, M. W.; GASKELL, G. (Org.). Pesquisa qualitativa com texto, imagem e som: um manual prático. Petrópolis, RJ: Vozes, p. 90-113.

MATTOS, J. C. Alterações sensoriais no Transtorno do Espectro Autista (TEA): implicações no desenvolvimento e na aprendizagem. Rev. psicopedag., São Paulo, v. 36, n. 109, p. 87-95, 2019. Disponível em . acesso em 23 abr. 2026.

OLIVEIRA, Z. de M. R. de. 2002. Educação infantil: fundamentos e métodos. São Paulo: Cortez.

PORCIUNCULA, R. A. L. (2016). Investigação precoce do transtorno do espectro autista: Sinais que alertam para a intervenção. In N. T. Rotta, C. A. Bridi Filho, & F. R. S. Bridi (Orgs.), Neurologia e aprendizagem: Abordagem multidisciplinar (pp. 29-54). Porto Alegre, RS: Artmed.

Professora Alice, 2026 [Referência completa não encontrada no documento original]

SCHÜTZE, F. Pesquisa biográfica e entrevista narrativa. In: WELLER, W.; PRAFF, N. 2013. (Orgs.). Metodologias da pesquisa qualitativa em educação: teoria e prática. 3 ed. Petrópolis, RJ: Vozes. p. 210-222.

TIRADENTES, C. P.; ARAÚJO, L. G. de O.; LOPES, R. A. dos S. Educação infantil e o autismo: relato de experiência. Revelli, v. 9, n. 2, p. 70-82, jun. 2017. Disponível em: . Acesso em: 10. Abr. 2026

VIGOTSKI, L S.. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. Organização Michael Cole et al. 4. ed. São Paulo: Martins Fontes, 1991.

ΜΑΝΤΟΑΝ, M.Τ.Ε. 2015. Inclusão escolar: o que é? por quê? como fazer? 1 reimpressão. São Paulo: SUMMUS. 96p.

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A real-life consumer intelligence case shows what gets left out of the brief A few years ago, an American insurance company hired a specialized consumer intelligence firm to answer three questions: The insurer was also considering launching paid insurance in bitcoin. At the time, the consultancy’s workflow was as follows: the analyst created a query […]

School Management

October 06, 2026

The school is not a casino: when trading cards become currency in the playground

Why, for certain students, does school manage to offer so few experiences of achievement? The World Cup is over. Brazil left the competition, the school holidays came, the final was played and the football calendar moved on. It would be reasonable to imagine that, with the end of the tournament and the return to classes, […] would also begin

Energy Transition

September 30, 2026

Renewable energies: the Brazilian advantage

Brazil needs to invest in the capacity to transform natural resources into innovation, productivity, and development. Talking about energy is talking about development. Behind industry, transportation, services, cities, and increasingly artificial intelligence, there is an energy infrastructure that sustains the economy. Understanding a country’s energy matrix is understanding […]

Data Analysis

September 30, 2026

When the data changes, has reality changed?

An analysis of almost 20 million teaching positions-year between 2020 and 2025 shows how changes in population composition and record production can alter the interpretation of historical series Between 2020 and 2025, the number of formal teaching employment positions identified in RAIS (Annual Relation of Social Information), from the Ministry of Labor, […]

Artificial Intelligence

September 28, 2026

Artificial intelligence and the trends

Why do so many people join in on the fun with ChatGPT? I was never the trend person. I still am not. Some pass through my timeline, I see them, I find them interesting but not to the point of trying them out. This was the case, inclusive, with some recent waves of images made by artificial intelligence, like the 80s trend, the one that […]

Tax Management

September 01, 2026

Tax reform and estate planning in the countryside

Efficiency in managing taxes facilitates governance and allows for the organization of family succession. Rural wealth organization has become a strategic measure in light of the tax reform in Brazil, which came into effect this year. The planning of activities and rural wealth management, through tools such as the transition from an Individual to […]

Renata de Gaspari Valdejão Almeida

Artificial Intelligence

August 05, 2026

Inside the company and off the radar: the risks of Shadow AI

According to Microsoft, 75% of professionals already use artificial intelligence at work without company approval. The use of generative artificial intelligence is already part of the corporate routine. Tools like ChatGPT, Copilot, and other platforms help professionals produce texts, analyze data, create presentations, and accelerate tasks in practically all sectors. But this advance […]

Renata de Gaspari Valdejão Almeida

Strategy

July 02, 2026

The future as a competence

Academic interest reinforces the projection of scenarios as an essential tool for decision-making. While some companies are still trying to get the next step right, others are already working with multiple possible futures — and preparing for all of them. But after all, what does it mean to “think about the future”? Is it a trend, a strategy, or a new competence that […]

Renata de Gaspari Valdejão Almeida

Innovation

Technology

May 21, 2026

Agro SP Corridor: innovation, institutional articulation and future

Pecege commands the executive operation of the 400 km ecosystem activities that became known as the Brazilian agro Silicon Valley In 2025, in addition to taking over the management of the Piracicaba Technology Park, the Pecege Institute was also designated to command the executive operation of the State Agribusiness Innovation Corridor activities, the so-called […]

Education

April 27, 2026

How to turn a TCC into a business

New management of the Piracicaba Technology Park offers consulting to MBA graduates The new project director of the Piracicaba Technology Park (PTP), Alexandre Barreto, often says that one of the greatest rewards he has ever had in life was seeing his MBA USP/Esalq students structure companies from their final projects […]

Technology

March 20, 2026

The human repertoire in the age of AI

Critical thinking and creativity are irreplaceable in the work of a marketing professional Artificial Intelligence (AI) is capable of incredible feats, but it does not yet possess the judgment, empathy, intuition, and strategic creativity necessary to do the job of a good marketing professional. In this area, it is important to know how to use the tool to automate […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

February 23, 2026

ESG as a growth strategy in a cooperative in RS

Santa Clara balances social and environmental responsibility with innovation Founded in 1911 by Italian immigrants in Carlos Barbosa, in the Serra Gaúcha region, Cooperativa Santa Clara is an example that it is possible to balance economic growth with social and environmental responsibility. From a small cheese production company, the organization has evolved into a […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

January 22, 2026

Brazil free of Foot-and-Mouth Disease: what changes for Brazilian beef?

With a herd of over 200 million head of cattle, the country is currently the leader in exports. Brazil recently received, for the first time, the certification of country free of foot -and-mouth disease without vaccination, conferred by the World Organisation for Animal Health (WOAH). The seal strengthens the country’s position as a reliable supplier of meat for the […]

Renata de Gaspari Valdejão Almeida

Innovation

December 09, 2025

Innovation: the new cycle of the Piracicaba Technology Park

Instituto Pecege assumes management, betting on the creation of new businesses Starting in 2026, Instituto Pecege will assume the management of the Piracicaba Technology Park (PTP). Among its responsibilities will be the administration, operation, maintenance, and expansion of the park, in addition to fostering activities in innovation, entrepreneurship, and science and technology. The choice was made […]

Renata de Gaspari Valdejão Almeida

July 06, 2026

Large-Scale Architecture: DSR-SCRUM Change Management

Mônica Alessandra Guerios; Maria do Carmo Assis Todorov Abstract generated by ResumeAI, an artificial intelligence solution developed by Instituto Pecege focused on synthesis and writing. Architecture and urbanism are configured as essential bases in an increasingly complex and challenging urban space, where the intrinsic connection between social, environmental, and technological issues […]