PEDAGOGICAL INTERVENTIONS AND SOCIO-EMOTIONAL DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This article analyzes the role of pedagogical interventions in the socioemotional development of children with Autism Spectrum Disorder (ASD), considering their influence on learning, autonomy, and social participation. It is based on the understanding that socioemotional development involves skills such as self-regulation, communication, social interaction, and the construction of self-esteem, which are essential for school performance and educational inclusion. In this context, planned and systematic pedagogical interventions play a central role in promoting structured, predictable, and emotionally safe environments that reduce maladaptive behaviors and increase student engagement in school activities. The study discusses the importance of educational strategies based on mediation, curricular adaptation, and the use of visual, technological, and playful resources, which support the understanding of routines and the development of social interactions. It also highlights the role of teachers and multidisciplinary teams in building inclusive practices that respect the uniqueness of students with ASD and strengthen their autonomy and self-esteem. The articulation between school, family, and support services is presented as a decisive factor for the effectiveness of interventions. It is concluded that intentional pedagogical practices aligned with the socioemotional needs of children with ASD significantly contribute to well-being, learning, and school inclusion, reinforcing the need for continuous professional development and educational policies committed to equity.

DOI: https://doi.org/10.56238/sevened2026.004-010