Desenvolvimento colaborativo do Plano de ensino Individualizado de uma criança autista - Estudo de caso

Abstract

Autism Spectrum Disorder (ASD) presents itself in various ways depending on the child's abilities and challenges, especially in communication and social interaction, along with possible comorbidities such as intellectual developmental disorder, sleep disturbances, and food selectivity, among others. By law, children with ASD are entitled to an Individualized Education Plan (IEP), a document that guides their educational journey and must be developed in partnership with the family and a multidisciplinary team. This study aimed to explore the potential clinical contribution to the development of the school IEP based on the ABLLS-R assessment, by identifying relevant data that can compose the plan and evaluating the need for content adaptation. The present research employed a case study methodology, using both quantitative and qualitative data obtained through the ABLLS-R protocol, a tool created by James Partington and Mark Sundberg that assesses 544 skills. The subject was an 8-year-old child diagnosed with Autism Spectrum Disorder (ICD-10: 6A02.5) at the age of 2 years and 4 months, also presenting the following comorbidities: Attention Deficit Hyperactivity Disorder (ADHD), epilepsy, and intellectual developmental disorder. The study concluded that the collaborative development of the IEP is essential for the inclusion of children with ASD and the personalization of teaching through individually adapted materials, utilizing each child's areas of hyperfocus.