PSYCHOPEDAGOGY AND NEUROATYPICAL STUDENTS: CLINICAL AND EDUCATIONAL INTERVENTIONS IN AUTISM SPECTRUM DISORDER

Abstract

Psychopedagogy is an interdisciplinary field dedicated to understanding how individuals learn and which factors may affect this process, integrating cognitive, emotional, social, and cultural dimensions. In the current context of inclusive education, its role becomes increasingly relevant when addressing the needs of students with Autism Spectrum Disorder (ASD) and other neuroatypical profiles, whose school trajectories often require specific forms of mediation. This chapter discusses theoretical foundations and practical possibilities of psychopedagogical intervention, bringing together clinical and institutional psychopedagogy with contributions from neurodevelopment, sensory processing, and Applied Behavior Analysis. Mattos (2019) highlights the impact of sensory alterations on school experience, directly affecting communication, attention, and participation in everyday classroom life. Nascimento and Souza (2018) point to ABA as an approach that may expand behavioral repertoires and promote autonomy, emphasizing the strategic role of the psychopedagogue in organizing such interventions. Weiss (2016) also stresses the importance of psychopedagogical assessment as a practice of listening and understanding the singularity of learning, avoiding reductionist or pathologizing interpretations. It is concluded that Psychopedagogy, by integrating different fields of knowledge, contributes to more consistent inclusive practices and to the construction of more meaningful educational pathways for neuroatypical learners.