ABSTRACT To favor the process of comprehension of texts in students with autism spectrum disorder, it is necessary to start from the conception that every individual has the capacity to learn and develop in different fields, it is enough that the appropriate resources are used. In response to this problem, research is carried out that aims to argue particular ideas and points of view about the peculiar nature of the text comprehension process in the education of students with autism spectrum disorder, from a cultural-historical position, which claims of an organization that takes into account social and instrumental mediation. In its development, theoretical-level methods such as analytical-synthetic, induction-deduction, hypothetical-deductive, observation and interview were taken into account, as well as those corresponding to descriptive and inferential statistics that allowed collecting, interpreting and process the information related to the subject. It is also intended to assess the process of text comprehension from a socio-communicative perspective that favors the social inclusion of students with autism spectrum disorder.

RESUMEN Para favorecer el proceso de comprensión de textos en los educandos con trastorno del espectro de autismo, se debe partir de la concepción de que todo individuo tiene la capacidad para aprender y desarrollarse en diferentes ámbitos, basta con que se utilicen los recursos adecuados. Como respuesta a esta problemática se realiza la investigación que tiene como objetivo argumentar ideas y puntos de vista particulares sobre el carácter peculiar del proceso de comprensión de textos en la educación de educandos con trastorno del espectro de autismo, desde una posición histórico cultural, que reclama de una organización que tenga en cuenta la mediación social e instrumental. En su desarrollo se tuvieron en cuenta métodos del nivel teórico como el analítico-sintético, inducción-deducción, hipotético-deductivo, del nivel empírico la observación y la entrevista, se utilizaron además los correspondientes a la estadística descriptiva e inferencial que permitieron recopilar, interpretar y procesar la información relacionada con la temática. Se pretende además valorar el proceso de comprensión textual desde una perspectiva socio comunicativa que favorece la inclusión social de los educandos con trastorno del espectro de autismo.

RESUMO Para promover o processo de compreensão de textos em alunos com transtorno do espectro do autismo, devemos partir da concepção de que cada indivíduo tem capacidade de aprender e se desenvolver em diferentes áreas, bastando utilizar os recursos adequados. Em resposta a esse problema, são realizadas pesquisas que visam argumentar ideias e pontos de vista particulares sobre o caráter peculiar do processo de compreensão de textos na educação de alunos com transtorno do espectro do autismo, a partir de uma posição histórico-cultural, que exige de uma organização que leva em conta a mediação social e instrumental. No seu desenvolvimento foram levados em consideração métodos de nível teórico como analítico-sintético, indução-dedução, hipotético-dedutivo, observação de nível empírico e entrevista; também foram utilizados métodos correspondentes à estatística descritiva e inferencial, que permitiram coletar, interpretar e processar informações relacionadas ao tema. Pretende-se também avaliar o processo de compreensão textual numa perspectiva sociocomunicativa que favoreça a inclusão social de alunos com perturbação do espectro do autismo.

With clear and objective language, this article invites the reader to reflect on the relationship between autism and Brazilian Chemical Education. Here, we begin with approaches to autism in legal terms, which allow the reader to understand how autistic people and their families have their rights guaranteed by law, especially in the school. We also present the point of view of the teacher who trains the graduate and the one who receives an autistic student in the classroom, with reflections about their training curricula that are imperfect in terms of inclusion, which generates situations of discomfort and frustration in their work. We continue to discuss how inclusive education strategies adopted by professors in the area of chemistry aimed at autistic students have stood out, even in the midst of a scarce bibliographic reference. Finally, we turn our attention to one of the main places where inclusion takes place: the school, with valuable discussions about the role that it has played in the inclusion of the autistic student.

Abstract The aim of this study was to investigate the association between maternal and paternal licit and illicit drug use, smoking and drinking and autism spectrum disorder (ASD). We conducted a case-control study with children and adolescents diagnosed with ASD and neurotypical individuals. The data were collected using a semi-structured questionnaire administered during interviews with the children’s mothers or guardians. The following variables were analyzed: child sex and age; maternal and parental age; use of medicines before and during pregnancy; classes of medicines used during pregnancy; maternal and paternal smoking; maternal and paternal drinking; maternal and paternal illicit drug use. The data were analyzed using logistic regression and crude and adjusted odds ratios (OR). After adjustment, the results showed an association between maternal use of antipyretics/pain killers during pregnancy (OR = 2.26; 95%CI 1.29-3.95; p < 0.040) and ASD. No association was found between maternal and paternal smoking, drinking and illicit drug use before and during pregnancy and ASD. The findings suggest that the development of ASD is influenced by environmental factors.

Resumo O presente estudo objetivou investigar a associação entre o TEA e o uso materno e paterno de medicamentos, tabaco, álcool e drogas ilícitas. Trata-se de um estudo caso-controle realizado com crianças e adolescentes diagnosticados com TEA e indivíduos neurotípicos. Os dados foram colhidos por meio de entrevista com as mães ou responsáveis. Foram analisadas as variáveis sexo e idade das crianças/adolescentes; idade dos pais; uso de medicamentos antes e durante a gestação; classes de medicamentos usados na gestação; tabagismo materno e paterno; etilismo materno e paterno; uso de drogas ilícitas pelos pais. Para a análise das informações, utilizou-se o modelo de regressão logística, além da razão de chances (OR) bruta e ajustada. Os resultados mostraram que, após os ajustes, foi encontrada associação entre o uso materno na gestação de antitérmicos/analgésicos (OR = 2,26; IC95% 1,29-3,95; p < 0,040) com o TEA. Já o uso de tabaco, álcool e drogas ilícitas materno e paterno, antes e durante a gestação, não apontou relação com o TEA. Os dados encontrados sugerem que existe influência de fatores ambientais no desenvolvimento do TEA.

Abstract The child and adolescent mental health policy, implemented in Brazil from the beginning of the 21st century, established the Centros de Atenção Psicossocial Infantojuvenis (CAPSi - Psychosocial Care Centers for Children and Adolescent) as strategic services to prioritize more complex cases, with emphasis on autism. This study aims to compare two sources of information on the perception family members of autistic people regarding the work carried out by CAPSi: the first was collected in a 2011 survey, which used focus groups; and the second, from the literature produced on the subject in the following 10 years. The family member’s narratives were organized into four thematic axes: perception of the effects of psychosocial care; information sharing; perception about care processes; and demands and claims. Despite the heterogeneity between the studies, the results indicated that the work of the CAPSi produces positive effects, especially regarding socialization. However, this perception is not accompanied by a better understanding of the clinical picture and care processes. The value of treatment is often attributed to the personal attitude of professionals, indicating the lack of sharing and participation by family members. These aspects should encourage the CAPSi to involve family members as partners in care, particularly valuing the transmission of the psychosocial reasoning, its strategies and direction of care.

Resumo A política de saúde mental infantojuvenil, implantada no Brasil no início do século XXI, estabeleceu os Centros de Atenção Psicossocial Infantojuvenis (CAPSi) como equipamentos estratégicos para priorizar os casos de maior complexidade, com destaque para os autistas. Este estudo visa cotejar duas fontes de informação sobre a percepção de familiares de autistas acerca do trabalho desenvolvido pelos CAPSi: a primeira foi colhida em pesquisa de 2011, que utilizou grupos focais; e a segunda, a partir da literatura produzida sobre o tema nos 10 anos seguintes. As narrativas foram organizadas em quatro eixos temáticos: percepção sobre os efeitos do trabalho psicossocial; compartilhamento de informações; percepção sobre os processos de cuidado; e demandas e reivindicações. A despeito da heterogeneidade entre os estudos, os resultados indicaram que o trabalho dos CAPSi produz efeitos positivos, principalmente em relação à socialização. Contudo, essa percepção não é acompanhada de melhor entendimento do quadro clínico e dos processos de cuidado. O valor do tratamento é frequentemente atribuído à atitude pessoal dos profissionais, indicando a ausência de compartilhamento e participação dos familiares. Esses aspectos devem instigar os CAPSi a envolver os familiares como parceiros do cuidado, dando atenção especial à transmissão da lógica psicossocial, suas estratégias e direção do cuidado.

ABSTRACT Purpose To validate the appearance and content of the DHACA method to develop communication skills in autism. Methods This qualitative and quantitative validation study included 10 speech-language-hearing judges with expertise in alternative communication. The judges received the communication book, the description of the principles, skills, and strategies in the DHACA method, and a form with items for them to appraise the appearance and content of the method. The validity was calculated with the content validity index. Results The response analysis made it possible to calculate the degree of agreement between judges and develop the new instrument version. The calculation of the content validity index revealed excellent content validity. The judges made suggestions regarding the content of the communication book, texts regarding the participation of communication partners and modeling, using cues, and communicative skills. Conclusion The degree of agreement between judges ensured the validation of the appearance and content of the DHACA method, considering the items alone and the whole instrument. Hence, its use can be recommended for speech-language-hearing clinical practice.

RESUMO Objetivo Validar a aparência e o conteúdo do método de Desenvolvimento das Habilidades de Comunicação no Autismo (DHACA). Método Trata-se de estudo de validação de abordagem quali-quantitativa. Participaram do estudo dez juízes fonoaudiólogos com expertise na área da comunicação alternativa. Os juízes receberam o livro de comunicação, bem como a descrição dos princípios, habilidades e estratégias do método DHACA e um formulário com itens relativos à apreciação da aparência e conteúdo do método. A validade foi calculada usando o índice de validade de conteúdo. Resultados A análise das respostas possibilitou o cálculo do grau de concordância entre os juízes e a elaboração da nova versão do instrumento. O cálculo do Índice de Validade de Conteúdo revelou uma validade de conteúdo excelente. Os juízes deram sugestões referentes aos aspectos de conteúdo do livro de comunicação, nos textos de participação do parceiro de comunicação e modelagem, uso de dicas e habilidades comunicativas. Conclusão O grau de concordância observado entre os juízes possibilitou a obtenção da validação da aparência e do conteúdo do método DHACA, considerando-se os itens isoladamente e o instrumento como um todo, podendo ter seu uso recomendado na prática clínica fonoaudiológica.

ABSTRACT Autism Spectrum Disorder (ASD) is classified by Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as a neurodevelopmental disorder, whose characteristics are mainly deficits in social communication and a restricted range of interests. There are several studies about autism, speech, and language in the literature, but few correlate speech and autism. This study aims to carry out a case study that will address autism, speech, and PROMPT (Restructuring Oral Muscular Phonetic Targets) and also to describe the speech improvement in the participant with autism using the method. The target words were defined for the entire intervention according to the System Analysis Observation (SAO) and Motor Speech Hierarchy (MSH), which are parts of the PROMPT evaluation. After the evaluation, the participant was attended for 16 sessions, once weekly, with the objective of improving their speech. After analyzing the data, it was possible to observe improvement in all aspects outlined according to the pre-treatment evaluation of the method such as phonatory control, mandibular control, lip-facial control and lingual control as well as in the sequenced movement although this was not the aim outlined in the evaluation. It was also possible to measure the improvement of an adequate number of words, an adequate number of phonemes, percentages of correct consonants – revised (PCC-R), and intelligibility.

RESUMO O Transtorno do Espectro Autista (TEA) é classificado pelo Manual de Diagnóstico e Estatístico de Transtornos Mentais (DSM-5) como um Transtorno do Neurodesenvolvimento, sendo caracterizado, principalmente, por alterações na comunicação social e pela presença de um repertório restrito de atividades e interesses. Na literatura, há muitos estudos sobre autismo, fala e linguagem, mas poucos correlacionando fala e autismo. Este estudo teve como finalidade realizar um estudo de caso que abordou autismo, fala e PROMPT (Pontos para a Reestruturação de Objetivos Fonéticos e Oro-Musculares) e mensurou a melhora da fala no participante com autismo, utilizando o método. Foram definidas palavras-alvo para toda a intervenção, conforme o Sistema de Observação e Análise (SOA) e Hierarquia Motora de Fala (HMF), que fazem parte da avaliação de PROMPT. Após a avaliação, o participante foi atendido por 16 sessões, uma vez semanalmente. Após análise dos dados, observou-se melhora em todos os aspectos que foram delineados de acordo com a avaliação no pré-tratamento, como controle fonatório, controle mandibular, controle lábio-facial e controle lingual, como também no movimento sequenciado, apesar deste não ser o objetivo traçado na avaliação. Também foi possível mensurar melhora no número de vocábulos adequados, número de fonemas adequados, porcentagens de consoantes corretas – revisado (PCC-R) e inteligibilidade.

BACKGROUND: Self-regulation is the ability to understand and manage one's behaviour and reactions. It leads to stress management, reducing anxiety and well-being of individuals with Autism Spectrum Disorder (ASD). The most prominent clinical and phenotype characteristics of autism are associated with social and behavioural communication, language impairments. Researchers argue that autistic children have difficulties with self-regulation in their schooling life, which may impact their learning AIM: This study reveals how teachers understand and manage self-regulatory behaviour in the classroom SETTING: The sample comprised six teachers who specialise in teaching autistic children from Autism Specific Schools and inclusive mainstream schools METHODS: A qualitative research methodology was adopted to gain an in-depth understanding of teachers' perceptions of self-regulatory behaviour in autistic children. The study adopted an interpretive approach RESULTS: The data revealed that teachers held positive views on self-regulatory behaviour. They valued self-regulatory behaviour as a tool to recharge and cope with the stress of functioning in the neurotypical world. However, they did not know how to manage the teaching of autistic children as well as adapting the environment for them to learn and be accepted CONCLUSION: It can be concluded that (1) there is a need for change in the way we perceive and support autistic children, (2) training programs and professional development are required in schools, (3) teachers need to adapt the learning environment to manage self-regulatory behaviour, (4) recognition of neurodivergence CONTRIBUTION: The study contributes to better management of self-regulatory behaviour to support teacher training in the management of self-regulatory strategies

Resumen Los Sistemas Aumentativos y Alternativos de Comunicación (SAAC) son de gran ayuda para tratar trastornos ligados con la comunicación o el lenguaje, como es el caso del Trastorno del espectro autista (TEA), debido a que estos sistemas permiten crear un lenguaje propio a partir de gestos o señas, con la finalidad de lograr una comunicación efectiva, lo cual es indispensable para que el individuo pueda desenvolverse en el ámbito educativo. Así, la investigación busca especificar los beneficios que los SAAC aplican a las personas con este trastorno; además, se mencionan los recursos de estos sistemas para poderlos usar en el aula de clases. Cabe mencionar que para el avance del escrito se utilizó un método deductivo y una investigación de carácter documental con un enfoque cualitativo. En relación con los resultados obtenidos, se identificó un desconocimiento del personal docente sobre los SAAC en su utilidad y en su aplicación en estudiantes que padecen este trastorno, determinando así la importancia de capacitar a los maestros sobre este tema, para proporcionarles alternativas o recursos a utilizar en clases, para guiar un proceso viable de enseñanza-aprendizaje.

Abstract Augmentative and Alternative Communication Systems (AACS) are of great help in treating disorders related to communication or language, as is the case of Autism Spectrum Disorder (ASD), because these systems allow the creation of a language based on gestures or signs, in order to achieve effective communication, which is essential for the individual to develop in the educational environment. Thus, the research seeks to specify the benefits that SAACs apply to people with this disorder; in addition, the resources of these systems are mentioned in order to use them in the classroom. It is worth mentioning that a deductive method and a documentary research with a qualitative approach were used to advance the writing. In relation to the results obtained, a lack of knowledge of the teaching staff about the SAACs in their usefulness and their application in students with this disorder was identified, thus determining the importance of training teachers on this topic, to provide them with alternatives or resources to use in classes, to guide a viable teaching-learning process.

Resumen (Introducción): La contaminación, la exposición y el riesgo a enfermar por mercurio (Hg) son un tema fundamental en la definición de estrategias para la mejora de la salud ambiental, especialmente en Latinoamérica, donde la problemática se ha relacionado más con la informalidad en la minería de oro artesanal y a pequeña escala, y con la escasez de medidas tanto de seguridad como de protección ambiental. Se realizó una revisión bibliográfica sin metaanálisis de investigaciones científicas publicadas entre los años 2015 y 2021, en revistas recuperadas de Scopus y Science Direct. (Objetivo): Aportar evidencia científica sobre la exposición al mercurio y sus efectos en la salud, a partir de investigaciones científicas publicadas. (Metodología): Se siguieron los pasos estandarizados de búsqueda referentes a la guía de la Asociación Española de Enfermería en Cuidados Paliativos (AECPAL), se verificó la validez y la precisión de cada artículo, haciendo uso complementario de una versión adaptada de GRADE a estudios observacionales. (Resultados): Se encontraron concentraciones de Hg en sangre muy altos, en trabajadores de la industria del oro y de lámparas fluorescentes, que oscilan entre 13.16 µg/L y 54.05 µg/L. Se señalan efectos teratógenos asociados a muerte fetal, anomalía congénita, parto espontáneo y restricción en el crecimiento; en la población ocupacionalmente expuesta, el deterioro cognitivo, la hipercolesterolemia, infertilidad, autismo y defectos en el tubo neural. Conclusiones): Las concentraciones de Hg en sangre y sus efectos en la salud son notablemente variables entre los estudios, pero se ha evidenciado las principales actividades sociales que implican exposición y sus efectos.

Abstract (Introduction): The contamination, exposure, and risk of mercury (Hg) are a fundamental issue in the definition of research strategies for the improvement of environmental health, especially in Latin America where the problem has been mostly related to the informality of artisanal and small-scale gold mining and the scarcity of safety and environmental protection measures. A bibliographic review was carried out without meta-analysis of scientific research published between 2015 and 2021, in journals retrieved from Scopus and Science Direct. (Objective): To provide scientific evidence on exposure to mercury and its effects on health from published scientific research. (Methodology): The standardized search steps referring to the guide of the Spanish Association of Nursing in Palliative Care (AECPAL) were followed; In addition, the validity and precision of each article was verified, making complementary use of a version adapted from GRADE to observational studies. (Results): Very high blood mercury concentrations were found in workers in the gold industry and fluorescent lamps, ranging from 13.16 µg/L to 54.05 µg/L. Teratogenic effects associated with fetal death, congenital anomaly, spontaneous delivery and growth restriction are indicated, and in the occupationally exposed population they were cognitive deterioration, hypercholesteremia, infertility, autism and neural tube defects. (Conclusions): The concentration values of mercury in blood and its effects on health are notably variable among the studies, but the main social activities that involve exposure and its associated effects have been evidenced.

Resumo: As tecnologias digitais têm se mostrado potencialmente benéficas para o apoio educacional das habilidades sociais de alunos com Transtorno do Espectro Autista (TEA). No entanto, às vezes pode ser difícil para os professores saberem que tipo de tecnologias estão disponíveis para cada metodologia de trabalho e quais evidências científicas apoiam seu uso. O objetivo desta revisão é realizar uma análise das evidências científicas sobre a eficácia das intervenções tecnológicas individuais, colaborativas e cooperativas no desenvolvimento da competência social em crianças com TEA. Foi realizada uma revisão sistemática que analisou qualitativamente publicações científicas de periódicos indexados nos bancos de dados Scopus, Web of Science, PubMed, ERIC, IEEE Xplore e ACM Digital Library, seguindo os critérios estabelecidos na declaração PRISMA. A literatura destaca o potencial do treinamento baseado em tecnologias digitais para melhorar a interação social de alunos com TEA, e estudos controlados mostram dados a favor de sua eficácia. Os avanços tecnológicos mostram uma tendência ao uso de suportes multimodais em contextos de interação virtual ou real que fornecem feedback remoto e em tempo real, favorecendo o aprendizado e a inclusão social do aluno.

Resumen: Las tecnologías digitales han mostrado ser potencialmente beneficiosas para el apoyo educativo de las habilidades sociales de los alumnos con trastornos del espectro autista (TEA). Sin embargo, en ocasiones puede ser difícil para los docentes saber qué tipo de tecnologías están disponibles para cada metodología de trabajo y qué evidencia científica respalda su uso. El objetivo de esta revisión es analizar la evidencia científica sobre la eficacia de las intervenciones tecnológicas individuales, colaborativas y cooperativas en el desarrollo de la competencia social de los niños con TEA. Se realizó una revisión sistemática que analizó de manera cualitativa las publicaciones científicas de las revistas indexadas en las bases de datos Scopus, Web of Science, PubMed, ERIC, IEEE Xplore y ACM Digital Library, de acuerdo con los criterios establecidos en la declaración PRISMA. La literatura destaca el potencial del entrenamiento basado en tecnologías digitales para mejorar la interacción social de los estudiantes con TEA, y los estudios controlados muestran datos a favor de su efectividad. Los avances en tecnología muestran una tendencia a utilizar soportes multimodales en contextos virtuales o reales de interacción que proporcionan retroalimentación en tiempo real y a distancia, lo que favorece el aprendizaje y la inclusión social del alumno.

Abstract: The primary aim of this research is to determine the degree of association between sociodemographic and occupational factors and teachers’ attitudes towards the inclusion of students with disabilities in the school system. This study adopts a basic quantitative approach with a descriptive-correlational scope, employing a non-experimental cross-sectional design. The research tool used was a survey based on the questionnaire developed by Tárraga-Mínguez et al. (2013), adapted by Clavijo et al. (2016). The questionnaire comprises 15 items, distributed across three dimensions: 1) beliefs (9 items); 2) predisposition to act (4 items); and 3) emotions (2 items), all adapted on a Likert scale. The survey was administered to a random probabilistic sample of 90 teachers working in four educational institutions in District 09D09, Zone 8 in Ecuador. The reliability of the instrument, as assessed by Cronbach’s alpha, was 0.8462. Key findings indicate a higher proportion of women compared to men who exhibit a favorable attitude towards inclusion. Additionally, teachers who have received training in inclusive education tend to display a lower degree of negativity and indifference, favoring a positive attitude towards inclusion. Having access to human resources and support materials also promotes a positive attitude towards inclusion.

Resumen Objetivo: investigar el recuento de monocitos y su asociación con el estado nutricional en niños y adolescentes con trastorno del espectro autista (TEA). Método: estudio transversal realizado en el Centro de Neurodesarrollo, en el sur de Brasil, con 68 pacientes con TEA de 3 a 18 años de edad. Se determinó el número de monocitos (por mm3) en muestras de sangre. El estado nutricional se definió como IMC para la edad según los estándares de la OMS. Se aplicó a los cuidadores el Cuestionario de Conducta Alimentaria Infantil y un cuestionario estándar para recoger características sociodemográficas y clínicas. Las comparaciones entre las variables sociodemográficas, clínicas y de conducta alimentaria se realizaron con pruebas paramétricas. Se utilizó la regresión lineal para probar la asociación entre el estado nutricional y el recuento de monocitos. Resultados: la edad media fue de 8,6 ± 3,3 años, el 79 % eran varones y el 66 % tenían sobrepeso. En la regresión no ajustada, el sobrepeso se asoció a un mayor número de monocitos en comparación con los que no tenían sobrepeso (B: 64,0; IC 95 %: 13,9 a 114,1; β: 0,30; p = 0,01). Esta asociación siguió siendo significativa tras ajustar la subescala de “sobrealimentación emocional” (B: 37,0; IC 95 %: 17,1 a 91,3; β: 0,29; p = 0,02). La variabilidad en el recuento de monocitos atribuida al sobrepeso fue del 14 %. Conclusiones: el sobrepeso se asocia a un mayor recuento de monocitos en niños y adolescentes con TEA. La intervención nutricional para controlar el sobrepeso es esencial para mitigar el impacto negativo sobre la actividad inflamatoria y la disfunción inmune en estos pacientes.

Abstract Objective: to investigate the monocyte count and its association with nutritional status in children and adolescents with autism spectrum disorder (ASD). Methods: a cross-sectional study carried out at a Neurodevelopmental Center in the south of Brazil, with 68 ASD patients aged 3 to 18 years. The number of monocytes (per mm3) was determined in blood samples. Nutritional status was defined as BMI-for-age according to WHO standards. The Children's Eating Behaviour Questionnaire and a standard questionnaire to collect sociodemographic and clinical characteristics were administered to caregivers. Comparisons between sociodemographic, clinical, and eating behavior variables were performed with parametric tests. Linear regression was used to test the association between nutritional status and monocyte count. Results: mean age was 8.6 ± 3.3 years, 79 % were males and 66 % were overweight. In the unadjusted regression overweight was associated with higher monocyte counts compared to those non-overweight (B: 64.0; 95 % CI, 13.9 to 114.1; β: 0.30, p = 0.01). This association remained significant after adjustment for the subscale of “emotional overeating” (B: 37.0; 95 % CI, 17.1 to 91.3; β: 0.29; p = 0.02). The variability in monocyte count attributed to overweight was 14 %. Conclusions: overweight is associated with a higher monocyte count in children and adolescents with ASD. Nutritional intervention to control overweight is essential to mitigate the negative impact on inflammatory activity and immune dysfunction in these patients.

Children with autism spectrum disorder face numerous challenges throughout their childhood and beyond. These challenges include demonstrating behavioural and emotional immaturity, and a lack of grasping intuitively unspoken rules and norms, to mention but a few. Deviating from the norm heightens these challenges. One of the sudden changes brought about by the national lockdown was the extended closure of early childhood development centres. There is a dearth of studies that explored the perceptions of early childhood care and education educators' knowledge of the inclusion of children with autism spectrum disorder. As a result, I employed case study methodology to explore these educators' perceptions of the inclusion of young children with autism spectrum disorder in regular education, as well as how these perceptions influenced the inclusion of these children in regular education during the lockdowns of the coronavirus disease (COVID-19) period. Three early childhood care and education educators from a semi-urban early childhood development centre were purposively sampled. Using the 4 key principles of special education needs and disabilities, I concluded that early childhood care and education educators lacked knowledge of teaching and accommodating young children with autism spectrum disorder in everyday education during the COVID-19 lockdowns. The study calls for a stern consideration of these educators' knowledge development and reimagination of their understanding of children with autism spectrum disorder during trying times and beyond.

Abstract Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is characterized by some degree of difficulty in social interaction and communication, which begins in the early development period, and is classified according to the degree of severity in grade 1, 2 and 3, as established in the DSM-5. Said Disorder is covered by Law 7125 of Life Pension for people with deep cerebral palsy, and its reform 8769. In order to analyze the criteria established for the assessment of these processes, the case of a 6-year-old male person with diagnosis of ASD, of whom a lawsuit was filed to be taken into account within said Law. In it and after the respective analysis, according to the data of the updated scientific literature, and the established criteria, it was possible to verify that if qualified as indicated in Law 7125.

Resumen El Trastorno del Espectro Autista (TEA), es trastorno del neurodesarrollo que se caracteriza por algún grado de dificultad en la interacción social y la comunicación, que comienza en el periodo de desarrollo temprano, y se clasifica según el grado de severidad en grado 1, 2 y 3, según lo establecido en el DSM-5. Dicho Trastorno se encuentra abarcado por la Ley 7125 de Pensión Vitalicia para Personas con Parálisis Profunda, y su reforma 8769. Con el objetivo de analizar los criterios establecidos para la valoración de estos procesos, se presenta el caso de una persona masculina de 6 años con diagnóstico de TEA, de quien se interpuso demanda para ser tomado en cuenta dentro de dicha Ley. En el mismo y tras el análisis respectivo, de acuerdo con los datos de la literatura científica actualizada, y de los criterios establecidos, se pudo constatar que si calificaba según lo indicado en la Ley 7125.