THE IMPORTANCE OF AFFECTIVITY IN THE TEACHER/STUDENT RELATIONSHIP IN THE LEARNING OF CHILDREN WITH AUTISTIC SPECTRUM DISORDERS - ASD IN BASIC EDUCATION

Abstract

It has been known for some time the concern of researchers, scholars and teachers have been concerned about the educational process of children with Autistic Spectrum Disorders - ASD. The theme was selected because of the need to theoretically evidence whether affectivity may be a fundamental element influencing the child development of children with Autistic Spectrum Disorder - ASD. The problem that gave rise to this research and imposed this study was the following questions: How to provide students with ASD with a quality inclusive education that is at the same time motivating the student while driving their global development? The search to answer such questions is justified by the fact that, in the institution where we act as a teacher, students with Autistic Spectrum Disorder - ASD. Therefore, our goal is to know, through the literature review, if affectivity can significantly influence the learning of children with Autistic Spectrum Disorder - ASD. We sought theoretical support in Wallon and Vygotsky to confirm or deny the idea that affectivity may be a fundamental element influencing the development of students with ASD. We have obtained the proof that by teaching with affection, the teacher will get his student to learn effectively.