Família e escola: uma parceria necessária ao desenvolvimento da criança autista

Abstract

This article shows a case study that aimed to examine how family and school partnership can contribute to cognitive and psychosocial development of the autistic child. To achieve this goal, we seek to know the perception of family and school on the school performance of the child; identify the strategies used to integrate family-school, in regards to communication. Participated in the study an autistic child, the user CAPp- UFPB (Center Psicopedagógico Service - UFPB). To address the objectives of the research, in a second moment, a semi-structured interview with the child's mother and a teacher of the same, containing subjective questions regarding the collaboration of family and school on the school child development was carried out, involving themes such as parent-teacher relationships; parent-student; teacher-student. The findings indicated that the relationship between family and school is crucial for cognitive and psychosocial development of the autistic child. It can be seen that this relationship contributed significantly to the development of school children participating in the study. We conclude that, regardless of whether or not a child with difficulties and limitations, the family and the school must go together, so the ties built up this relationship reveal important and are of great value in learning the autistic child.