School inclusion and autism: pedagogical work in early childhood education in the municipal network of anápolis – goiás

The person with Autism Spectrum Disorder (ASD) for a long time was excluded from the society, and in educational terms, its historical trajectory ranges from exclusion, passing through segregation or special schools, followed by integration with special classrooms in common schools, until the inclusion proposal that takes force at the end of the 20th century, considering that especially in Brazil, since 1988, through the Federal Constitution, policies public schools have guided the process of inclusion in the regular school system. This research aimed to goal understand The reality gives inclusion at education childish gives network municipal in teaching from Annapolis, Goiás. The research has a qualitative approach, of the bibliographic type, using of document analysis . As a result, the research pointing to legal advances in the processes of inclusion of students with ASD. However, problems related to the quantity of vacancies insufficient for The attendance of children with TEA and The lack in planning pedagogical specific for The attendance educational skilled at education childish regular.