Autism spectrum disorder in early childhood education: overcoming myths and stereotypes

Abstract

This work aims to discuss some myths and stereotypical views that have developed over time regarding Autism Spectrum Disorder (ASD). It proposes a discussion informed by psychoanalysis in dialogue with current perspectives, particularly emphasizing early childhood education. The issue at hand is: what are the barriers caused by myths and stereotypes concerning the early diagnosis of ASD? A qualitative research study was conducted, analyzing scientific literature published in the last 11 years on academic websites, including an interview conducted in 2023 with 23 education professionals working in early childhood education centers, thus establishing a dialogue with authors who have studied the topic. This study facilitated a reflection on the misunderstandings surrounding ASD diagnoses over time, questioning the proliferation of early diagnoses of children without considering their own perspectives. We highlight the detrimental impact of viewing the child from a deficit perspective, particularly among teachers and in relation to the DSM, which creates a scenario of incapacity and false inclusion in the school environment. We need to discuss the rising cases of autism, moving beyond myths and promoting acceptance without judgment in the fields of education and health.