The socio-emotional world of autism: an analysis from an educational perspective
DOI:
https://doi.org/10.5281/zenodo.16894222Keywords:
Autism Spectrum Disorder, social interaction, emotions, inclusive educationAbstract
This academic article presents the findings of a qualitative phenomenological-ethnographic case study on children with Autism Spectrum Disorder (ASD) in an inclusive school context. The objective was to understand the lived experiences of the child in their social interaction, emotional expression, and participation in educational activities. The methodological design integrated ethnographic research and grounded theory, utilizing techniques of observation, semi-structured interviews, and documentary analysis. The results reveal barriers in communication, scarce pedagogical mediation, and limited understanding of their emotions by the school environment. It concludes that effective educational inclusion requires sensitive pedagogical practices, specialized teacher training, and recognition of neurocognitive diversity. This is supported by Van Manen (2003), who highlights the importance of capturing the deep meaning of lived experiences, and by Booth and Ainscow (2015), who speak of inclusion not as a place but as a principle of pedagogical action.
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