THE PARTNERSHIP BETWEEN FAMILY AND SCHOOL THE INCLUSION PROCESS OF CHILDREN WITH ASD

Abstract

This study aims to analyze how collaboration between family and school can contribute to the inclusion process of students with ASD in the school environment. The methodology used is based on bibliographic research with a qualitative approach, grounded in the analysis of books, scientific articles, and official documents related to inclusive education. The results indicate that constant dialogue between educators and families favors the understanding of the student's individual needs and enables the development of more appropriate pedagogical strategies. Inclusive education is a fundamental principle of contemporary educational policies, guaranteeing the right of all students to access, remain in, and learn in the school environment. Among the students who require greater attention in the educational context are those with Autism Spectrum Disorder (ASD), a condition characterized by difficulties in communication, social interaction, and specific behavioral patterns. In this scenario, the partnership between family and school is an essential factor for the educational and social development of these children. It was concluded that strengthening the relationship between family and school contributes significantly to the construction of inclusive educational practices and to the social, emotional, and cognitive development of children with ASD.