INCLUSIVE EDUCATION: ANALYSIS OF THE CONTRIBUTION OF SENSORY ROOMS TO THE GLOBAL DEVELOPMENT OF NEUROATYPICAL CHILDREN IN EARLY CHILDHOOD EDUCATION IN COLATINA/ES
DOI:
https://doi.org/10.66104/d8pr3c15Keywords:
Sensory integration. Autism Spectrum Disorder. Basic Education.Abstract
This study investigated the contribution of sensory rooms to the overall development of neuroatypical children in early childhood education in the municipal school system of Colatina, Espírito Santo state. The research, based on Ayres' Sensory Integration Theory, adopted a qualitative approach, using data collection tools such as interviews with families and teachers. The results revealed that sensory rooms promote emotional self-regulation, pedagogical engagement, and socialization, in addition to enabling experiences tailored to individual needs. The study also highlighted the importance of pedagogical planning, teacher training, and school community participation for the success of the project. The research contributes by documenting this practice in the municipal public context and proposes recommendations to improve the pedagogical use of multisensory environments, strengthening inclusive policies.
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