CLINICAL OBSERVATION AND SCHOOL INCLUSION: AN OBSERVATIONAL STUDY IN AN EDUCATIONAL CONTEXT

Abstract

This report aims to describe and analyze the observations made during the supervised internship at the Interpares School, focusing on the monitoring of children with different developmental disabilities. The experience provided direct contact with children diagnosed with Oppositional Defiant Disorder (ODD), Autism Spectrum Disorder (ASD) at varying levels, West Syndrome, and others undergoing evaluation. The methodology consisted of participant observation and descriptive recording of the children's behavioral, social, and cognitive interactions. The theoretical framework is based on contemporary and classic authors in developmental psychology and child neuropsychiatry. The results reinforce the importance of clinical listening and interdisciplinary work in inclusive school contexts. The conclusions point to the relevance of personalized pedagogical practices based on the construction of affective bonds and adaptive strategies.