THE SCHOOL AND THERAPEUTIC INTERVENTIONS IN THE COGNITIVE DEVELOPMENT OF CHILDREN WITH ASD LEVEL3

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent deficits in social communication and by restricted and repetitive patterns of behavior, interests or activities, and can be classified into three levels of support, with level 3 requiring substantial and continuous support in multiple contexts.   Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent deficits in social communication and by restricted and repetitive patterns of behavior, interests or activities, and can be classified into three levels of support, with level 3 requiring substantial and continuous support in multiple contexts. Children with ASD support level 3 usually have severe cognitive, behavioral and adaptive impairments, requiring specialized and integrated interventions from the first years of life. In this scenario, school and multidisciplinary therapies play a central role in the development of these children. The school environment, when inclusive and adapted, not only offers opportunities for socialization and acquisition of academic knowledge, but also works as a space for the development of cognitive, emotional and social skills. At the same time, individualized therapeutic interventions such as occupational therapies, speech therapy, psychology and applied behavior analysis (ABA) are fundamental to promote significant advances in communication and behavioral regulation. This article aims to know the school pedagogical aspects of students with ASD level 3 support.