Transtorno do espectro autista: as repercussões do diagnóstico nas redes familiar e escolar da criança

Abstract

Autism Spectrum Disorder (ASD) is a condition that alters neurodevelopment and can impact social and communication skills and promote repetitive behaviours, among other specific traits. Receiving a diagnosis of autism is life-changing and brings about changes in the individual's family and school life. The general objective of this study is to analyse the repercussions of an ASD diagnosis on the child's family and school networks. Specific objectives include describing the routine of families of children with ASD before and after diagnosis; identifying changes and continuities in family relationships following an ASD diagnosis; and investigating actions taken at school following the child's ASD diagnosis. The methodology adopts a qualitative exploratory/descriptive approach, relying on field research; the research setting was a public school in the Campo Maior municipal network; data were collected through semi-structured interviews conducted in person and remotely; the participants were mothers of autistic children who received the diagnosis during the school process, and teachers who taught these students before and after receiving the medical report. The information collected will be analysed through content analysis. The research supports the theoretical discussion in the following authors: Orrú (2016), Grandin (2020), scholars in the field of autism, and Minayo (2007) and Gil (2009) regarding the methodological process. The research pointed to the following results: after the diagnosis of ASD, the family routine faced enormous changes, especially for mothers, resulting in readjustments in various areas of the family's life; the diagnosis is a challenging moment for families, but it is also enlightening, enabling them to seek guidance regarding their child's atypical behaviour; the need for psychological support for the mother figure. In the school environment, some teachers demonstrated knowledge about the spectrum, while others gathered limited information, revealing the need to expand complementary and specific training in the area; not all teachers developed pedagogical work focused on students with ASD, some used different strategies for the inclusion of these students in the school environment.