Educação Infantil: contribuições do processo de escuta para crianças com TEA

Abstract

The work presented, using bibliographic methodology, aimed to demonstrate the contributions of listening processes in the development of children with Autism Spectrum Disorder – ASD, in Early Childhood Education. It sought to characterize Autism Spectrum Disorder – ASD; highlight the listening process; present listening and legislation in Early Childhood Education and suggest the contributions of listening processes in the development of children with Autism Spectrum Disorder – ASD, in Early Childhood Education. The disorder is characterized as a developmental disability that causes impairment in communication and social functioning. Listening is the relationship between three protagonists children, teachers and parents, in the development of fundamental skills for the educator; knowing how to see, listen, analyze, learn ways to deal with ASD. Since the 1988 Constitution, the child has been understood as a being with rights and LDBEN nº 9394/96 aims to develop the student and ensure the common training essential for the exercise of citizenship and provide means to progress at work and in subsequent studies. It is understood that there is a need for more studies to deepen sensitive listening, helping to promote the development of students with ASD