Reflections about educational inclusion of a child with a diagnostic of autism in nursery schooling

Abstract

This paper aims at relating a psychoeducational intervention experience of an educational context with a nursery school group. The principal focus was to help in the development promotion and social interaction of a student with Pervasive Developmental Disorder (PDD). Autism leads to differentiated behavior of the individual with regard to social and communication reciprocity and therefore specific mediations articulated with the singular characteristics of the child were necessary for the student to be able to participate in social interactions valorizing the inter-regulation of the individual’s participation in social communication. The results were very meaningful and showed the importance of pedagogical mediation in psychosocial development. Significant improvement was observed in general in the interaction and communication quality of the student in question and furthermore improvements were noted in the capacity of the group in accepting the differences and of the teacher in terms of flexibility as to educational practices in light of the inclusion perspectives.