Estratégias de pareamentos no desenvolvimento global de alunos com Transtorno do Espectro Autista - TEA

Abstract

The general objective of this work is to investigate the pairing strategies that can be used by Early Childhood Education teachers for the global development of students with ASD. To enter this context, it was necessary to contextualize educational policies from the perspective of inclusive education and discuss the importance of pairings in the global development of children with ASD. The methodology used to produce this study consists of bibliographical research of a qualitative nature. To achieve the proposed objectives, bibliographic research was carried out in a virtual environment, supported by laws, through books, articles, dissertations, e-books available on indexed websites, among other materials whose content is of a scientific nature. Under the theoretical assumptions of Vigotski (1996), the child cannot perform imitation alone, he needs the adult's collaboration and direction to imitate. Therefore, children with ASD need early stimulation based on pairings, which are imitation studies, because pairing is imitating. It is concluded that the main relevance in the results of this research points to early childhood (0 to 6 years of age). At this stage, the full moment of children's cognitive and global development is enhanced. Therefore, strategies are essential to provide inclusion based on equity, so that each child with ASD can have the opportunity that every individual needs for their global development. Pairing activities are fundamental for working with autistic children as they contribute to the development of receptive language, which is the subject's ability to make correspondences to understand what the other says, stimulate concentration and attention, fine motor coordination, expand the vocabulary, works on the ability to build sequences and encourages logical reasoning, in addition to strengthening the bonds between teacher and student with ASD.