Relatives of children and adolescents with autism: perceptions of the school context

Abstract

Laws and guidelines support actions directed to inclusion of people with disabilities in regular schools. This study aimed to identify, from the perspective of families of children and adolescents with autism, experiences in the school context experienced by them in regular and special schools. Study participants were 20 families of individuals with autism. Instruments used: Identification Questionnaire and semi-structured interview. Data obtained through the Identification Questionnaire were analyzed descriptively and qualitative analysis was performed using the technique of the Collective Subject Discourse. Among the results it was found that of the 20 children/adolescents with autism, 15 have been in regular school and only 5 remained. The family perceptions of the experiments in educational context revealed difficulties and challenges, as the search for a school that responded to parental expectations, ensuring the vacancy and ensuring inclusion and respect for the rights of the child as a developing person and needs to be considered. It was observed that the concerns of families turn to issues of care, acceptance and respect to their children. It is considered that the families experienced an everyday marked by difficulties and concerns in the process of school inclusion, as regards the rights, care and preparation of the school to receive this population; stood out the experience of prejudice and discrimination. It is believed that this paper brings contributions to the expansion of knowledge of the reality experienced by families of people with autism.