AUTISM, FAMILY AND INCLUSION

Authors

  • DAYSE SERRA

DOI:

https://doi.org/10.12957/polemica.2010.2693

Abstract

ABSTRACT: This article is part of my doctoral research that investigated the daily routine concerning the inclusion of students with autism in regular classrooms. This qualitative research examined the perceptions of teachers, school principals, classmates and family members about the inclusion of such students. In this article, special attention is given to the family, since the diagnosis of autism brings about significant changes in the family dynamics, such as marital separations, job changes or job abandonment by the mother when she cannot find a caregiver for her child, in addition to her ambivalent feelings for a non-expected child. Social exclusion processes are impressive and continuous. There is an emphatic expectation about the entry of the child in school, and also a desire for normalization and healing through education, which turn out unconfirmed and make parents feel frustrated, specially when they compare their children with others. Family members point out several fragilities in educational inclusion, which reinforce the need for interlocution between diverse public policies towards the provision of an inclusive school which promotes development and learning.

Keywords: autism – family - education- inclusion- exclusion

Author Biography

DAYSE SERRA

Professora adjunta de Educação Especial e Inclusiva do Instituto de Educação da Universidade Federal Fluminense. Doutora em Psicologia pela PUC-Rio. Mestre em Educação Especial pela UERJ e Psicopedagoga especializada em necessidades educacionais especiais. Pesquisadora Associada do LIPIS.

Published

2012-03-23

How to Cite

SERRA, D. (2012). AUTISM, FAMILY AND INCLUSION. POLÊM!CA, 9(1), 40 a 56. https://doi.org/10.12957/polemica.2010.2693

Issue

Section

LIPIS - Laboratório Interdisciplinar de Pesquisa e Intervenção Social