Literature review of inclusive practices and didactic resources used for students with Autism Spectrum Disorder (ASD) in early childhood education

Abstract

Inclusive practices have become a fundamental tool for all students with autism spectrum disorder, as it helps them to develop their potential, abilities, attitudes, and competencies in a more enriching and equitable teaching-learning environment. The purpose of this article is to identify the inclusive educational practices that facilitate the learning of students with autism at the early childhood education with emphasis on didactic resources. The work follows a qualitative methodology. A documentary review was carried out in the databases: ProQuest, Scopus, SciELO, Dialnet, Redalyc and Web of Science, applying the PRISMA method. The results obtained show that during the period of 2017 to 2021 there is moderated academic production and research on these them. However, it was possible to identify that the conception of people with autism spectrum disorder has changed over the years and it is currently considered as a form of human diversity. In addition, it is concluded that an adequate use of inclusive didactic resources in Early Education favors the integral development of students since the diversity and needs of each one of them are satisfied. The most used resources are games, stories, and various real materials/objects.