FAMILY–SCHOOL RELATIONSHIP: THE INCLUSION PROCESS AND THE (IM)PERCEPTIBLE BARRIERS TO THE DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) IN THE SCHOOL ENVIRONMENT

Abstract

In recent years, the number of children diagnosed with disorders that significantly affect learning and development has increased. Among these conditions, Autism Spectrum Disorder (ASD) has shown a steady rise in prevalence. Receiving an ASD diagnosis is often challenging for families and may create significant difficulties, particularly within the school environment. This study aims to examine the factors arising from the family–school relationship that may hinder the development of children with ASD in the educational setting. The study is based on a narrative literature review, with searches conducted in the SciELO, PubMed, and Google Scholar databases. The reviewed literature indicates that an ASD diagnosis often generates conflicts within the family, primarily due to a lack of knowledge and understanding of the disorder. These challenges may extend beyond the home environment and negatively affect the family–school relationship. Nevertheless, the school represents the most favorable setting for children's overall development. Through school interaction, children with ASD have the opportunity to participate in meaningful social experiences, fostering their effective inclusion in society and facilitating their integration into other social environments.