Engagement of children with Autism Spectrum Disorder in child education routines

Abstract

Monitoring child development is essential for identifying potentialities and learning difficulties. The engagement in routines has been studied as one of the factors that can contribute to the achievement of children's individual goals in a variety of areas, with typical or atypical development. The beginning of school life for children with Autism Spectrum Disorder (ASD) can be a challenge to quality participation in the routines of early childhood education. Thus, understanding the functioning or the profile of their engagement in routines can be an important contribution, both for the practice of teachers and parents, as well as for the academic knowledge. This study aims to identify how is the engagement of children of 3 to 5 years old with ASD diagnosis in the context of Early Childhood Education, from the perspective of teachers. It also intends to identify needs and priorities for a possible intervention. The research will be carried out in two cities of the state of São Paulo and the data analysis will be from the results obtained through the application of one characterization questionnaire and one standardized instrument, which will help to classify the engagement profile of children. Thus, it is intended to contribute to the Brazilian scientific production about the engagement of children with ASD in the routines of Early Childhood Education, considering that the national literature is incipient on this theme.