A FAMÍLIA NA ALFABETIZAÇÃO DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA): uma Revisão Integrativa

• DOI: https://doi.org/10.22533/at.ed.8178122525073

• Palavras-chave: TEA. Autismo. Educação Especial. Inclusão. Família

• Keywords: ASD. Autism. Special Education. Inclusion. Family

• Abstract: ABSTRACT: In the literature, there is a consensus on the need for interventions by families of individuals with autism that can benefit their children. In the learning process of atypical children, their role is fundamental for the development of skills and readaptations according to the characteristics of ASD. With the general goal of investigating the importance of the family in the literacy of children with ASD, the specific objectives are: to identify the effects of an ASD diagnosis on the family; to describe the difficulties and strategies for including children with ASD in regular school; To investigate the participation of families of children with ASD in school, from an inclusive education perspective. This is an integrative literature review of a qualitative nature characterized by research procedures and methods with data collection in articles published between 2020 and 2025 in the Lilacs, Medline, and Scielo databases, using the search descriptors combined by the Boolean operator "AND" and inclusion and exclusion criteria, with a sample of 10 (ten) articles within the scope of this review, 2 (two) from Lilacs and 8 (eight) from Scielo, and descriptive data analysis. The results demonstrated the relevance of family involvement in the development of children with ASD in the school context, with the need to understand their difficulties and demands, develop strategies for participation, strengthening, and parental empowerment in facing the challenges of learning and inclusion of children with ASD in regular schools.