INTERDISCIPLINARITY AS A MOTIVATING TOOL FOR SENSORY PROCESSING IN STUDENTS WITH AUTISM SPECTRUM DISORDER – ASD

Abstract

This study aims to present the contribution to the sensory processing of students with Autism Spectrum Disorder - ASD. Socializing is an interaction resource that allows an individual to learn from others. Individuals with ASD may be sensitive to sounds and noises, which reduces their interest in interacting with other groups. Within this sensitivity, it can be observed that there is a simultaneous processing of a lot of information, which happens differently with those considered typical. This processing of information, stimuli and sensations needs to be mediated clinically, pharmacologically, therapeutically and pedagogically. The latter brings to educational institutions the commitment to establish  teaching processes that minimize the psychic tensions caused by the variety of stimuli. Within these processes, there are those that stimulate learning, and from this reflection, we can see the correlation between the disciplines and how a new didactic proposal can clarify the perspectives of these students regarding learning. Thus, it is pertinent that the different fields of learning are scored and brought together based on criteria that filter and delimit what can be contemplated and what needs to be contemplated. Methodologically, this is a study constructed from an integrative review, of a theoretical and descriptive nature. Therefore, the final considerations presented were that interdisciplinarity enables, in addition to an integration of knowledge, the strengthening of inclusive policies, which allow for qualified, individualized and judicious learning in valuing the individual capacities of each student, regardless of their cognitive limitations.