O cenário do autismo na educação infantil no município de Palmas, Tocantins, Brasil

Abstract

Studying Autism Spectrum Disorder (ASD) in early childhood education extends beyond simply supporting students; it also involves fostering inclusive, responsive, and effective education for all children. Investing in this knowledge enables schools to become welcoming environments that are prepared to embrace diversity and ensure equal opportunities for every young learner, regardless of their individual characteristics. In this context, the present study aimed to determine the number of students with Autism Spectrum Disorder enrolled in early childhood education during the year 2024 in the municipality of Palmas, the capital of Tocantins State, Brazil. The investigation was conducted in 33 educational units within the municipal school system through data collection at the Municipal Department of Education. A total of 178 students with ASD were identified, including 53 enrolled in daycare centers (29.78%) and 125 in preschool (70.22%), indicating a significantly higher number of cases in preschool (U = 102.00; p < 0.0001). In addition, a greater number of male students with ASD than female students was observed in both daycare centers and preschools (p < 0.0001). Considering that more than 12,000 children were enrolled in early childhood education in the municipality, students with ASD represented 1.41% of total enrollments. These findings suggest that additional children with ASD may not have been identified or officially registered by the Municipal Department of Education. Therefore, further studies on this topic are needed in the municipality.