Family and teachers faced with the schooling of a child with an ASD assessment in an ordinary Early Childhood Education classroom

Abstract

The gradual increase in the presence of students diagnosed with Autism Spectrum Disorders (ASD) in Early Childhood Education classrooms requires research to describe, identify and evaluate the teaching and learning processes in an ordinary classroom attended by students with autism. In this context, the results of research are presented in this article. Its objectives are to describe and analyse the experience of coexistence and schooling of a child in the 4th year of Infant Education with an autistic condition in a regular classroom from the point of view of teachers and families. It is a case study, in which a qualitative methodology is used, with techniques of participant observation (field diary) and interviews. The sample consisted of the teaching team and the student's family. The information was processed using axial matrices. The data obtained show a family and a teaching team that is very involved in the schooling process, and which delves into relevant aspects such as the attitude towards the pupil, the implementation of strategies by the professional team to achieve a respectful classroom climate for all pupils.