Inclusion of a student with autism spectrum distress in the classroom

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Published: Sep 10, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v1.351

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Anabela Panao Ramalho
Escuela superior de Coimbra
Susana Oliveira
Agrupamiento de Escuelas de Ourem

Abstract

This paper proposes to present an intervention project that involved a theoretical reflection and a practical component on the inclusion in the regular classroom of a student with Autism Spectrum Disorder. The world of the autistic child disturbs education professionals and parents. Looking at this world as a whole is not only interpreting interests, needs, abilities and learning rhythms, but also looking reflectively at the family and educational context. "To live with autism is to give up one way of seeing the world, to go through paths that lead us to a multiple way of seeing that same world, to speak and to listen to another language!" (Cavaco, 2009, p.129) The Portuguese Education System, committed to responding to the specific needs of children and adolescents with Autism Disorder, has developed a legal framework allowing the creation of the new structured teaching units, which, through appropriate intervention methodologies, strengthen the areas and capacities involved .
In this context it is our intention to present part of the results of the intervention project of the inclusion of a student with Autism Spectrum Disorder in regular education.

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How to Cite
Panao Ramalho, A., & Oliveira, S. (2014). Inclusion of a student with autism spectrum distress in the classroom. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 87–92. https://doi.org/10.17060/ijodaep.2014.n1.v1.351
Issue
Vol. 1 No. 1 (2014): DEVELOPMENTAL PSYCHOLOGY
Section
Articles
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References

Cavaco, N. (2009). O Profissional e a Educação Especial: Uma abordagem sobre o Autismo (1ª edição). Málaga: Editorial Novembro.

Pereira, M.C. (2005). Autismo - Uma Perturbação Pervasiva do Desenvolvimento. Vila Nova de Gaia: Gailivro.

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