A FAMILY EDUCATION STRATEGY IN THE NEIGHBORHOOD COMMUNITY WHERE RESIDING CHILDREN WITH AUTISM

Abstract

This article proposes a strategy of family education in the neighborhood community where children with autism reside as a result of research, where it is revealed that the work carried out by the school in this direction is insufficient and unsystematic, which causes impoverishment in the acclaimed school-family-community relationship. It is expressed in the characterization in the Cuban context of the preparation received by teachers, the family and the neighborhood community, which includes contents that integrate their needs, systematically stimulating participation and involvement in family education. The school is conceived as an institution that contemplates, sensitizes and involves all contexts of social interaction