Intersubjective constructions between an Autism Spectrum Disorder student and his peer group

Abstract

People with Autism Spectrum Disorder (ASD) have a differentiated way of perceiving the world, to walk through it, what they perceive, and the way in which they relate to other people in different contexts such as school and family. The literature suggests that one of the greatest difficulties that people with this condition face is the effectiveness of social relations in the context of schooling, because despite the fact that they manifest desires to adapt to it, they are exposed to exclusion situations. This study is developed within these difficulties. It is oriented to explore the intersubjective constructions of a group of pairs and students with ASD that are in a professional technical training level in the city of Temuco, southern Chile. 11 participants were studied, a student with ASD, 8 peers from their peer group, his mother and brother. The analysis of the results was carried out using ATLAS.ti version 7.0. It is concluded that the young person with ASD states that the others are the ones who must have an empathetic attitude of understanding and respect to interact with him. Therefore, the intersubjective construction is generated in the others through an inclusion process, which becomes a facilitator to help the student adapt socially. The others are the ones who must have an ethical responsibility from the otherness. They must have an attitude of empathy and inclusion towards people who are different, overcoming stereotypes and prejudices, which turn into discrimination.