RELAÇÃO FAMÍLIA E ESCOLA NO DESENVOLVIMENTO COGNITIVO E SOCIAL DO ALUNO AUTISTA

Abstract

Autism spectrum disorder (ASD) is characterized by difficulties in areas of communication and social interaction and can manifest in different degrees of severity, presenting restrictions of activity and peculiar interests. This article addresses the importance of the approximation and mobilization between the family and the school in inclusion as essential factors in the constitution of development and learning, enhancing thepositive aspects to guide school and the extracurricular activities on an appropriate way in order to progress terms of cognitive of these children. By this way, appropriate teacher training in the area of inclusive education can also contribute to the education of autistic students and their families. This work is a bibliographic review by reading scientific works and articles. It is noticed that there are still few studies published in this area and yet many controversies about which intervention would be more appropriate when including autistic individuals. To summarise, the family and school with inclusion contexts, when well defined, can contribute to favourable way of the development of the student