Autism in the School Context: The Importance of Social Insertion

• Autor(a) principal: Buemo, Bruno
• Data de Publicação: 2019
• Outros Autores: Alli, Felipe, Iracet, João Vicente, Ribas, Leonardo, Pereira, Roberto, Kruel, Cristina Saling, Guazina, Félix Miguel Nascimento, Carlesso, Janaína Pereira Pretto
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• DOI: 10.33448/rsd-v8i3.822
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/822
• topic: Autism; Child; School; Sociabilization.; Autismo; Criança; Escola; Sociabilização.; Autismo; infantil; la escuela; Socialización.

This article is based on the evolution of the concept of autism over the years. Since 1943, described by Leo Kanner, to this day, by the DSM-V. Transiting by authors like Hans Asperger, Araújo, among others. Autism is described as a neurodevelopmental disorder characterized by deficits in communication and social interaction. In the school context we can observe how these difficulties present themselves and cause losses in their socio-educational development. With the aim of discussing the challenges of socializing the autistic child in school. For this, a qualitative and descriptive bibliographic study was carried out. It was concluded that for a better insertion of the autistic in the socio-school environment we conclude that a series of adaptations will be necessary, both in the environment and in the conscience of all who live with the children with the disorder, be they teachers or colleagues.