PARENTAL GRIEF AND THE EDUCATION OF STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

The diagnosis of ASD frequently imposes a symbolic grief on families, stemming from the rupture of expectations regarding the 'idealized child'. In the educational field, this emotional process directly impacts how the family connects with the school and follows the student's formative journey. This article aims to understand, through an integrative literature review, how parental grief interferes with the family-school partnership in the process of school inclusion and the academic development of students with ASD in mainstream education. The research was conducted in SciELO, Google Scholar, and CAPES Journals, considering publications from 2020 to 2025. The analyzed studies show that accepting the diagnosis and re-idealizing the child are decisive factors in strengthening the family-school relationship, favoring parental engagement, the construction of individualized pedagogical strategies, and the implementation of the Individualized Educational Plan (IEP). It is concluded that emotional support for families enhances inclusive processes, reflecting in progress in autonomy, school participation, and learning for students with ASD.