WORK CARRIED OUT WITH A STUDENT ON THE AUTISM SPECTRUM

Abstract

Among the accounts analyzed, we highlight the trajectory of Marcos, a child diagnosed with autism spectrum disorder (ASD), who showed a preference for interacting with the cafeteria and janitorial staff. Faced with this scenario, the school structured an awareness campaign with the teaching staff, emphasizing the importance of the boy building his student identity. However, after two years, he resumed his refusal of proposals that fostered his active participation, which led to the assignment of an assistant to support him. In this context, the teacher was instructed to create two identical activities: one for Marcos and another for the support professional. After only two days, the student identified the similarity between his tasks and those of the assistant, significantly reducing his resistance to initiatives that promoted his protagonism and autonomy. This episode is understood as a reflection of the social significance given to the adult figure through the observation of practical models, transcending merely verbal guidance.