Crianças com TEA nível 3 de suporte não verbal na educação infantil: desafios e avanços no processo de ensino e aprendizagem.

This article analyzes challenges and advances in the teaching and learning process of two five-year-old children enrolled in Preschool II of Early Childhood Education and identified as ASD Child 1 and ASD Child 2, both diagnosed with Autism Spectrum Disorder (ASD), support level 3, and without functional oral language. This is a qualitative and descriptive study based on the analysis of observations and pedagogical reports produced during the first academic semester. The results highlight distinct learning profiles and indicate that concrete materials, visual and tactile cues, structured routines, and individualized mediation favored participation and the expression of potential. Advances were observed in autonomy, motor coordination, spatial organization, and letter and number recognition, although needs for support in functional communication, self-regulation, and personal care persist. It is concluded that inclusive practices require flexible planning, continuous monitoring, and strategies tailored to the children's individual characteristics.