Inclusion in a regular private school of students with autism spectrum disorder and aggressive behavior

Abstract

Autism is a disorder that affects interaction, communication, and behavior, and may or may not present intellectual impairment, as well as other changes, such as maladaptive behaviors that may be related to the disorganized space and that directly affect the student's behavior, which may become aggressive. The objective of this study is to report an experience of pedagogical and environmental adaptation for a student diagnosed with Autism Spectrum Disorder, with speech and communication disorders, aggressive behavior, and who was chronologically older than the class in which he was enrolled. We used a case study and narrative bibliographic research as methodology, with which we adapted the pedagogical materials, the curriculum, and prepared activities that expanded his pedagogical autonomy and participation in the classroom. With individualized screening, as well as the support of therapists and family, it was possible to broaden our view of his needs. Questionnaires were applied and direct observations of the student were made in a social and individual context to determine what type of structure would be appropriate for him, in addition to applying leveling activities with the grade in which he was enrolled. We noticed that he was able to achieve certain behaviors that were not previously perceived by family members in the school environment, such as: greater engagement in tasks, more active attention and more time sitting in the classroom. It is concluded that when the student with autism is perceived in his uniqueness, both in his abilities and in his weaknesses, there is a clear greater participation in the school environment.