Relationship between Autism Spectrum Disorder (ASD) child’s teachers and families from point of view of their actor
DOI:
https://doi.org/10.5281/zenodo.13984216Keywords:
inclusive education, diversity attention, educational needs, Autism Spectrum Disorder, educational guidanceAbstract
The schooling of boys and girls with autism spectrum disorder is essential to improve their quality of life and well-being and in this context the role played by both families and teachers is fundamental. This work aims to understand the relationship between teachers and families of students with ASD, describe their needs and propose possible solutions. The method used is qualitative, with the semi-structured interview being the instrument to collect the information. A total of 18 teachers and 7 family members participated in the study. The results show that both teachers and families recognize the value of collaboration, however, in both cases they are not satisfied with it. Teachers feel that they would need more training and information to address support for these children, and families, in addition to requiring information and training, demand more support daily. Proposals for improvement include, among others, the use of more media to promote communication, training workshops and flexibility in interview schedules. Conclude by pointing out the value of promoting communication between teachers and families to improve the educational inclusion of boys and girls with ASD.
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