The inclusion of children with special needs has been discussed in many contexts and the school is the best place to promote children's social and educational inclusion, wherein teacher-child interaction is of great importance. Based on the approach known as the Mediated Learning Experience Theory, the aim of this study was to discuss the professional practices of two teachers (Marta and Carmen) and their students with autism in pre-school classrooms. Data was collected through interviews with both teachers and the Mediated Learning Experience Rate Scale (MLE Rate Scale) was applied to assess teacher-child interaction. Conceptions of inclusion were different for both teachers. The teacher's pattern of mediated learning experience was different for the main mediation components: Intentionality, Meaning and Transcendence. Marta showed very low levels (level 1) in all mediation components while Carmen, the other teacher, presented level 3 in Intentionality, for example. Concluding, Marta didn't present interaction behaviors that promote structured cognitive modifiability of her student with autism. To this end, the school must enable the teacher to promote social and educational inclusion to further child development.
educational inclusion; teacher-student interaction; mediation; special education
