Family-school-child with autism spectrum disorder relationship: Parent’s and teachers’ perceptions

Abstract

In childhood, the presence of Autistic Spectrum Disorder (ASD) may indicate a challenge to the child’s major developmental environments, such as family and school, especially in terms of inclusive socialization and learning needs. In this sense, this study aimed to investigate the relationship between family and school in the context of the inclusion of children with ASD. It is a proposal of qualitative approach, with an exploratory and cross-sectional character, in which mothers, fathers and teachers of four children with ASD participated. The participants answered a questionnaire on sociodemographic data and a semi-structured interview. The content analysis revealed concerns, difficulties, achievements and future prospects in the scope of inclusion. These findings are discussed with the view to contribute to a reflection on the importance of the family-school relationship in the context of the ASD, as well as the integration with different resources that propel development, in order to support a collaborative work and for inclusive education.