Autismo, pais e a escola: um estudo de caso

Abstract

Autism Spectrum Disorder is defined as a behavioral syndrome that involves neuropsychomotor development, with difficulties in comprehension, language, and interrelationships. The disharmony in the processes of social interaction, communication, and behavior associated with sensory maladjustments are aspects that impair the teaching-learning process and the inclusion of people with ASD in the family, school, and social spheres. Parental challenges may be manageable, but when there are changes in emotions, the relationship with the child becomes strained, with increased anxiety and anger. Therefore, this study aimed to verify the presence of the parents' stressful and anxious emotional states in the teachinglearning process of an autistic adolescent. Characterized as a case study, descriptive-exploratory, with cross-sectional, qualitative and quantitative character with bibliographic approach, it was constituted by convenience and covered a family with autistic son in the city of João Pessoa (PB). The data collection carried out by Google forms included the sociodemographic questionnaire, the family/teachinglearning questionnaire, the Depression, Anxiety, and Stress Scale (DASS -21); the semi-structured interview, the use of the accelerometer, and the voice recorder were performed in Google Meet. For data analysis and representation, Excel 2013 was used, as well as the Bardin's content analysis with the help of the IRAMUTEQ software, through: classic textual statistics, word cloud, and similarity analysis. The results show that the experience is quite difficult, where there is lack of respect, verbal and corporal aggressiveness, especially with the mother. The boy presents sensitivity to touch, likes to run, imitate his colleagues, watch and listen to the same songs every day, besides presenting echolalia. The difficulties presented in the involvement of the teaching-learning process at home were: lack of time, acceptance, the child's lack of interest, and the absence of the mother figure. And the parents' perception about the science teaching-learning process showed that the interest and the way of teaching contribute to a good basis for the subject. Moreover, it was possible to observe some difficulties in the process of school inclusion and in society, such as: the lack of welcome and openness by the school, lack of interest and acceptance by the school, rejection, social barriers, lack of understanding of the disorder by neighbors and people. Furthermore, there was confirmation of the hypothesis that parents of autistic children present anxious and stressful states. And finally, it could not be concluded that the parental emotions interfered in the body sway, but the respiratory rate had a significant alteration. Then, from the results it was possible to realize that it is important to understand the particularities and experience of the child and his/her learning at home, as well as the parent/child and family/school relationship, in order to understand which are the involving factors that directly interfere in the teaching-learning process of the person with TEA.