ASD in times of inclusion

In the need and sometimes foolishness to understand the other, this book highlights in its first part several elements to identify those nuances that surround the interaction in a classroom, where one of the students has ASD, taking the other as the person with this disorder and the other as the groupmate, in order to provide some interpretation that allows the reader to identify some of the multiple factors that surround the interaction in the classroom and that make it peculiar under these same. The second section, on the other hand, has the support of having arisen from concerns after the analysis of the information contained in the thesis of the first section, based on the proposal to talk about the singularities of each case of ASD, rather than the disorder itself, which was of great impact in the applied context, so it is shown as a viable proposal.