RECURSOS LÚDICOS NA APRENDIZAGEM DE CRIANÇAS AUTISTAS NA EDUCAÇÃO INFANTIL

This study addresses interactive pedagogical practices aimed at the educational process of children with Autism Spectrum Disorder in early childhood. Through an integrative literature review, scientific productions that explore the role of play activities in the cognitive, social, and emotional development of students in an inclusive school context were analyzed. The work shows that play planned and mediated by the teacher contributes to the construction of knowledge, the expansion of communication, and the strengthening of children's autonomy. It was observed that a school environment that values ​​sensory and creative experiences favors engagement and interaction among peers, overcoming pedagogical and attitudinal barriers. It is concluded that the use of participatory and playful methodologies represents an effective way to promote inclusion and meaningful learning, consolidating early childhood education as a space for welcoming and integral development.