A POSSIBLE PATH TO BUILDING BONDS IN THE CLASSROOM: INTEGRATING TYPICAL AND ATYPICAL STUDENTS

Abstract

The intention behind writing this article stems from the concern about creating a possible path for building bonds in the classroom, seeking to integrate autistic and typically developing children. To this end, activities were designed to lead children to develop their body awareness and expressiveness, using a psychomotor approach through the Sherborne Method. This aims to help them gain confidence, build positive relationships, increase social interaction and communication with others, transforming the classroom into a safe and welcoming environment that fosters learning and development. A literature review was conducted, drawing on the work of authors such as Beyer (2011), Rosa Neto (2010), and Sherborne (2022), who provide the foundation for this study. It was concluded that the use of the Sherborne Method promotes the development of the desired skills for both typically developing and atypical children, and due to its simplicity, it can be used in the classroom by early childhood education teachers, transforming the classroom into a place of interaction and affective connections.