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Inclusive pedagogical practices with an autistic student in Early Childhood Education: an experience report grounded in neuroscientific evidence

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Resumo:This article reports an experience in Early Childhood Education and early Elementary classes with a student with Autism Spectrum Disorder (ASD), implementing inclusive pedagogical practices informed by learning neuroscience. The framework integrates executive functions, sensory processing, alternative learning routes, and genetic-metabolic ASD bases with instructional decisions. Qualitative case study used participant observation, field notes, lesson plan and artifact analysis, triangulation, and thematic analysis. Interventions included visual schedules, scaffolded tasks with explicit instructions, multimodal responses, and environmental adjustments for sensory overload, monitoring engagement, transitions, and micro-tasks. Increased participation and attentional organization occurred in predictable activities with visual supports and low verbal load, plus better knowledge expression through visual/tactile modalities. Discusses implications for Individualized Educational Plan (IEP) and Specialized Educational Services, single-case limits, and need for validated instruments and multicenter replications.
Autores principais:DA SILVA, RODRIGO DE CÁSSIO DA SILVA
Outros Autores:Stocco, Carlos Renan; Ferreira Junior, Adalberto; Justus, José Fabiano Costa; da Silva, Rodrigo de Cássio; Stocco, Carlos Renan; Ferreira Junior, Adalberto; Justus, José Fabiano Costa
Assunto:inclusive education autism spectrum disorder learning neuroscience individualized educational plan specialized educational support educação inclusiva transtorno do espectro autista neurociência da aprendizagem plano educacional individualizado atendimento educacional especializado
Ano:2026
País:Portugal
Tipo de documento:artigo
Tipo de acesso:unknown
Instituição associada:Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Portalegre
Idioma:português
Origem:Aprender

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