Overview

The inclusion of students with special educational needs is a reality throughout Brazil, but it is necessary that this inclusion be effectively carried out with quality. Autistic children belong to this group that has started attending the regular school system. Objective: To investigate how the inclusion of autistic students is occurring in the municipal public Early Childhood Education system. Subjects and Methods: Five Early Childhood Education teachers from the municipal public school system in a city in the Metropolitan Region of Campinas participated in this study, representing the total number of professionals who have autistic students in their classrooms during the current school year (2011). The instrument used was a questionnaire with 16 questions, 15 of which were multiple choice and one open-ended so that teachers could describe their experiences. The study is an exploratory descriptive research with a quantitative approach.

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