Família e escola: uma parceria necessária para o processo de inclusão do aluno com Transtorno do Espectro Autista

Abstract

Autism Spectrum Disorder (ASD) is a condition that requires an educationally and emotionally sensitive approach to ensure effective school inclusion. This paper explores the importance of collaboration between family and school as a fundamental strategy for the successful inclusion of students with ASD. As a general objective, we sought to analyze the importance of collaboration between family and school in the process of inclusion of students with Autism Spectrum Disorder (ASD), identifying how an effective partnership can promote a more inclusive educational environment and offer adequate support for the academic and social development of these students As a theoretical contribution, we sought the contribution of authors such as (Honda, (2020), Montam (2003), Cunha (2015), Menezes (2012) and others. In order to carry out the research, we adopted bibliographical research, with a qualitative, exploratory and descriptive approach, based on published materials, such as: books, magazines and articles, journals, dissertations, theses, and others available in virtual libraries: such as Google Scholar and Scielo, Lilacs, and others that we considered valid as a theoretical reference for the scientific consolidation of this study. For the corpus of the research, in order to obtain answers to the questions raised, a semi-structured questionnaire was carried out with five (5) questions addressed to the teachers, including the tutors who were in charge of the research locus. The study was carried out at the Concita Viegas Municipal School, located in the city of Pinheiro/MA. After analyzing the data, it was possible to see that the family and school partnership is of paramount importance in the process of including students with Autism Spectrum Disorder (ASD), both for development and for the teaching and learning process of these children. The research revealed that cooperation between parents and educators not only facilitates the student's adaptation to the school environment, but also contributes significantly to their academic and social development. A well-established partnership between family and school not only supports the student with ASD, but also strengthens the school Community as a whole. In conclusion, a well-established partnership between family and school not only supports the student with ASD, but also strengthens the school community as a whole. This collaboration is essential for creating an educational environment that values diversity and promotes the integral growth of all students.