TRANSTORNO ESPECTRO AUTISTA: Possibilidades e Aproximações da Família e Escola em Prol de uma Criança

Abstract

This work seeks to investigate possibilities and inclusive approaches between parents and school in the teaching and learning process of a child with Autism Spectrum Disorder. This relationship involves school and family covering the following themes: A brief clipping of the history of Special Education; Milestones and achievements of people with needs special educational; Autism Spectrum Disorder conceptualizing and contextualizing the theory; Autism Spectrum Disorder in the school environment from the perspective of inclusion. Finishing with the analysis of the questionnaires assigned to the mother of the child with the disorder, the regent teacher and the institution's support teacher with training in the field of psychology. Given the clashes suffered to date, the inclusive theme still has a long way to go slow in practical terms, making it difficult for this audience to consolidate learning, through the systematization and articulation of foundations that encourage the active participation of all those involved in inter-school and extra-school life. The methodology used was bibliographic and case research highlighting experience reports. Thus, the research was supported by authors such as: Chiote (2013), Cunha (2008), Orrú (2012), Pacheco (2007), Corrêa (2010), among others. Furthermore, documents such as: Law of Education Guidelines and Bases, School Manual, Decrees established for Education Special and National Secretariat for Human Rights. It is noted through the analyzes that unpreparedness of regular education institutions to serve the public of people with special needs given the scarcity of methodologies and pedagogical resources that assist in learning. Still from this perspective, the lack of preparation of teaching staff working with special children tends to complicate the paths through which they must permeate, providing distance between family and school.