FAMILY ACCEPTANCE IN THE SCHOOL DEVELOPMENT OF NEURODIVERGENT CHILDREN

Abstract

This study aimed to investigate family acceptance and how it can influence the academic performance of neurodivergent children. It identified the family acceptance process before and after receiving the report, analyzed the changes that occurred, and highlighted the reality of denial, masking, and misinformation among the children themselves. It also emphasized how school observation and intervention are crucial, as they adapt to the student's reality. The overall objective was to investigate how family acceptance can contribute to the inclusion of neurodivergent children in academic development. The methodology used was qualitative, consisting of semi-structured interviews with the family and a teacher from a private school located in the municipality of Escada. The interviewees were identified as F and P. This work is based on Marques (2021), Pereira (2023), and Oliveira (2024). The results showed that family acceptance of neurodivergent children's academic performance contributed to their performance and also improved the quality of life of the child and, consequently, their caregivers, strengthening the emotional bond and creating a safe environment for emotional, social, and cognitive development. Furthermore, it demonstrated a regulated adaptation and more effective pedagogical strategies due to the partnership between school and family. The conclusion indicates that acceptance is fundamental in all aspects of the child's relationships, confirming that this relationship causes delayed diagnosis.