Reflection of emotionality in the context of special education. Students with autistic spectrum disorders in inclusive schools

Abstract

Reflection of emotionality in the context of special education. Students with autistic spectrum disorders in inclusive schools. – Pupils and students with autism spectrum disorder face many challenges that make their integration as full participants in the class in mainstream schools difficult. One of them is their specific characteristics in the area of emotionality and the related shortcomings in social interaction. This paper focuses on emotional manifestations of children with autism spectrum disorder in correlation with inclusion; it also seeks supporting factors for "full inclusion" and for the success of these children not only in the school environment, but also in future life in society and their community.