Resumen

CABRAL, Cristiane Soares; FALCKE, Denise  y  MARIN, Angela Helena. Family-School-Child with Autism Spectrum Disorder Relationship: Parent's and Teachers' Perceptions. Rev. bras. educ. espec. [online]. 2021, vol.27, e0156.  Epub 15-Jun-2021. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702021v27e0156.

In childhood, the presence of Autistic Spectrum Disorder (ASD) may indicate a challenge to the child's major developmental environments, such as family and school, especially in terms of inclusive socialization and learning needs. In this sense, this study aimed to investigate the relationship between family and school in the context of the inclusion of children with ASD. It is a proposal of qualitative approach, with an exploratory and cross-sectional character, in which mothers, fathers and teachers of four children with ASD participated. Te participants answered a questionnaire on sociodemographic data and a semi-structured interview. Te content analysis revealed concerns, difficulties, achievements and future prospects in the scope of inclusion. Tese findings are discussed with the view to contribute to a reflection on the importance of the family-school relationship in the context of the ASD, as well as the integration with different resources that propel development, in order to support a collaborative work and for inclusive education.

Palabras clave : Autism Spectrum Disorder; Family and school relationship; School inclusion.

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