AUTISM AND SCHOOL LEARNING: A RELATIONSHIP BETWEEN ENVIRONMENTS

Abstract

Autistic Spectrum Disorder has been a topic with a diversification of pathologies, both in society and in the scientific environment. Scientific studies and research point to the challenge of teachers to work with students with autism spectrum in regular schools. Therefore, it is necessary to know and analyze the facts with an investigative intention, for a better understanding of how education professionals are meeting the needs of these students both in the regular class and in specialized care. The present work brings to light the analysis of several academic researches on students who attend the Special Educational Service (AEE) and regular education rooms. Within this perspective based on documentary analysis and observation of the work carried out in different school units acting as interns and class assistants, we seek to understand the urgency of the awareness of pedagogical didactics that collaborate for the teaching and learning of the autistic student, emphasizing the importance of entering these students in the regular class, thus providing an adequacy capable of enabling students to develop their potential, considering the school environment, the most conducive means for social interaction and educational teaching.