O presente trabalho alicerçado na perspectiva da Educação Inclusiva explicitaou algumas considerações acerca dos desafios e das perspectivas observados na inclusão de um aluno de quatro anos, com Transtorno do Espectro Autista (TEA), matriculado na sala de Infantil IV, da Educação Infantil, de uma escola no municípalio de Fortaleza. Adotamos como referencial para fundamentação teórica os estudos de Bez, Passerino, Bosa, Figueiredo e Mantoan.
The present work makes considerations about the prospects observed in inclusion of a four year old student diagnose with Autism Spectrum Disorders (ASD), registered in area IV of a municipal school in Fortaleza. The present article aims to develop a report about the experiences of the inclusion of a student with ASD, in regular school and develop actions of educational to be developed by professionals. We understood that it is expressive to describe the continuum teaching and learning at the student, parent, teacher and school relationship, revealing episodes of unrest and construction of new knowledges, from the reflection, mutual challenging facts for the school, to guarantee the rights of students with ASD. Therefore, the story of this experience becomes fundamental for the construction of a new way of thinking and acting in the work of school inclusion, providing elements to motivator’s researchers in the field of Special Education, for the construction of inclusive technologies for students with ASD
