HYPERSENSITIVITY AND AUTISM SPECTRUM DISORDER: A SENSITIVE PERSPECTIVE FROM AN ELEMENTARY SCHOOL TEACHER ON STUDENTS WITH AUTISM IN SCHOOL.

• DOI: https://doi.org/10.22533/at.ed.0558632603067

• Palavras-chave: Autism Spectrum Disorder (ASD). Hypersensitivity. Inclusion.

• Keywords: Autism Spectrum Disorder (ASD). Hypersensitivity. Inclusion.

• Abstract:

  Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that manifests early in life and persists throughout one’s lifetime, leading to impairments in social communication, social interactions, and repetitive, ritualistic, and stereotyped behavioral patterns. The objective of this article is to study ASD and its distinctive sensory aspects and to reflect on the role of teachers with these students. The methodology employed is a literature review of articles, dissertations, and theses in scientific databases. The results indicate sensory alterations in up to 90% of children with ASD, including hypersensitivity to sound, touch, and taste, and hyposensitivity to pain. These manifestations impact the adaptation of children with ASD in school and highlight the need for teacher training to better support these students in the school setting. It is concluded that it is essential for teachers to be aware of and attentive to the sensory differences of children with ASD to ensure more effective school inclusion. Given the scarcity of scientific research on this topic, there is a need for further theoretical exploration and field research in this area.