The educative inclusion of scholar with autism spectrum Disorder

Abstract

This article suggests the implementation of educational activities that favor the preparation of socializing agents in their daily actions for better performance and acceptance of schoolchildren with Autism Spectrum Disorder (ASD). For this, the theoretical analysis of the educational inclusion of school children with this disorder and the difficulties presented by socializing agents as teachers, primary education specialists, managers, family members, peers, neighbors, friends, community leaders in which this scholar lives, for its materialization. With the activities, it is also expected that the socializing agents identify the characteristics of the students with ASD, be able to use appropriate methods and strategies to work with them and achieve their awareness before the schoolchildren with this diagnostic entity.