Autismo a scuola. Dimensioni educative del lavoro di rete.

[Autom. eng. transl.] The school is the primary place where the child is given the opportunity to experiment and grow to become a citizen and a man more and more responsible and attentive to the needs of the society in which he lives. Aware that the path proposed to each student within the class is essential to fully develop their abilities, teachers must necessarily listen and learn about the problems of the students they welcome, to fully succeed in their educational intent. The importance of reflecting on the critical issues that occur at school is a priority especially when a pupil with autism spectrum disorder is present in the classroom. The functional atypicalities in the areas of social communication, relationship, behavior and sensoriality do not always facilitate the implementation of adequate good practices and can hinder the educational action and the planning of a growth path that constantly accompanies the student. It is therefore essential to sustain an active comparison within the scholastic and territorial network in order to be able to identify the most suitable strategies aimed at supporting the student according to a logic of unity of intent. The definition of a project path, which involves all the places and educational actors that take care of the child with autism, is crucial to being able to cope with the difficulties that this condition entails. For this reason it is not enough in the school environment to have an internal planning in the class, but a close collaboration is necessary between all those who directly intervene in the life course of the pupil. In the light of these considerations, the research project presented here was developed, whose objective was to investigate the strengths and weaknesses of the scholastic experience with students with autism, to identify new educational practices and develop further job prospects Network.