CO-CREATING THE SCHOOL: THE IMPORTANCE OF THE PARTICIPATION OF FAMILY MEMBERS AND PROFESSIONALS IN THE INCLUSION OF NEURODIVERGENT STUDENTS

Abstract

This article analyzed how the collaboration between school, family and specialized professionals contributed to the inclusion of neurodivergent students, addressing pedagogical strategies and innovative practices that strengthen the teaching-learning process. The research aimed to explore the importance of articulation between different educational agents for the creation of a more inclusive and equitable environment. Through a bibliographic research, based on specialized literature and consistent with the method described by Ruiz (2009), it was possible to investigate relevant topics and obtain clarity about inclusive practices. The study revealed that effective communication between those involved favored the integral development of students, in addition to reinforcing the need for multisensory resources in the teaching of students with Autism Spectrum Disorder (ASD). It was found that the integration of the perspectives of different actors enhanced pedagogical strategies aligned with the needs of the students, promoting autonomy and active participation. In addition, the work pointed out limitations related to the applicability of practices in contexts of scarce resources, highlighting the importance of future research to deepen the understanding of the long-term impact of inclusive approaches. It was concluded that school inclusion requires collective effort, continuous teacher training and the use of adaptive methodologies that respect the individuality of students. This study contributed to the advancement of discussions on educational inclusion and encouraged new studies that expand the possibilities of transforming the educational system.