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Abstract

This work aimed to analyze the understanding of Kindergarten teachers about the pedagogical work with students with Autistic Spectrum Disorder in municipal schools of Kindergarten in the city of Jaguarão. The research was carried out with six Kindergarten teachers through a questionnaire with questions related to the definition of autism, inclusion in regular education and teacher training. In this context, it was possible to perceive many difficulties in the inclusion of autistic children in regular education, among them the omission of the State in guaranteeing the structure of schools and the lack of adequate teacher training. Given the results, we conclude that the inclusion process is slow, but it is already discussed in schools and there are some public policies for access, however not for the permanence of autistic children. And also that the research subjects recognize a failure in their training to work with inclusion.