SCHOOL INCLUSION AND AUTISM SPECTRUM DISORDER: CO-RESPONSIBILITY AND COOPERATIVE WORK

Abstract

This article investigates the inclusion of students with Autism Spectrum Disorder (ASD) in elementary school, from a hermeneutic approach, highlighting the issues involved and difficulties faced by teachers and families in this process. In this perspective, the work reviews the literature and analyzes the perceptions of two families and three teachers about the inclusion of students with ASD. The objective is to understand the challenges of inclusive practice, especially the conflict between traditional methods and the need for educational practices that encourage interaction and collaboration. The results highlight the importance of dialogic approaches, co-responsibility and cooperative work, showing that collaborative strategies consolidate the relationships between school and family, being fundamental to promote an inclusive education and accessibility of diversities in the contemporary context, especially through co-teaching practices.