Learning of autistic children and the importance of affectivity

Abstract

The educator must provide real conditions for the student's pedagogical development, in addition to knowing their specificities according to the characteristics of each person's autistic spectrum, identifying and punctuating their skills and difficulties as an initial focus. For a good development it is important that the student finds an attractive, cheerful and receptive school feeling confident to supply his needs and interests, as soon as the student feels welcomed by the school environment is the right time to teach and learn. It is worth considering that learning is gradual, according to what the school experience happens. The methodology adopted during the production of this article was based on theoretical analysis by authors and scholars who permeate the education of autistic students. In order to justify that the present work defends the adoption of facilitating pedagogical strategies during the teaching-learning process of students affected by Autism Spectrum Disorder, it is necessary to use strategies consistent with the real specificities of the autistic child, as each case should be treated as unique, due to the variables that the spectrum offers to its carriers, and the teacher should analyze the case of his respective student. To achieve success during the teaching-learning process, it is essential that the teacher knows the main skills and difficulties presented by his student. The result of the work points to considerable development by students with spectrum, when the teacher acts in an affectionate way during the teaching-learning process, obtaining better intellectual and cognitive results.